INVESTIGATING MULTIMODALITY: AN ANALYSIS OF STUDENTS' DIARY JOURNALS
Keywords:
Recursos Tecnológicos/Multimodais, Multimodalidade, Ensino/ AprendizagemAbstract
Considerando a variedade de recursos multimodais atualmente disponíveis e os desafios para a integração desses recursos em contextos educacionais, este trabalho examina as práticas de letramento de alunos do Ensino Médio de uma escola pública de Santa Catarina, pela análise de seus diários. Com base na Linguística sistêmicofuncional (Halliday & Matthiessen, 2004) e na gramática visual (Kress & van Leeuwen, 2006), a discussão faz parte de uma pesquisa mais abrangente que incluiu entrevistas com alunos e professores, observação de aulas e diários de três escolas diferentes. Resultados apontam para uma diferença significativa entre as práticas de letramento nas escolas e em outros ambientes.
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References
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MACKEN-HORARIK, M. Interacting with the Multimodal Text: Reflections on Image and Verbiage in Art Express. Visual Communication. vol. 3, 1, February 2004, p. 5-26.
MEURER, J. L. Aspects of language in self-help counseling.Advanced Research in English Searies [ARES]. Florianópolis: Pós-Graduação em Inglês, UFSC, 1998.
NEW LONDON GROUP. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-91), 1996.
REICHMANN. Reflection as social practice: an in-depth linguistic study of teacher discourse in a dialogue journal. Tese de doutorado. Pós-Graduação em Letras/Inglês e Literatura Correspondente, 2001.
ROYCE, T. Multimodal communicative competence in second language contexts. In ROYCE, T. & BOWCHER, W. (Eds) New Directions in the analysis of multimodal discourse (pp. 361-403). Mahwah, NJ: Lawrence Erlbaum, 2007.
STEIN, P. Rethinking resources: Mutimodal pedagogies. Tesol Quarterly, vol. 34, n. 2, Summer 2000, p. 333-336.
STENGLIN, M. & IEDEMA, R. How to analyse visual images: A guide for TESOL teachers. In: A. Burns & C. Coffin (Eds). Analysing English in a global context. London/ New York: Routledge/
Macquarie University/ The Open University, 2001, p. 194-208.
UNSWORTH, L. Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham, UK: Open University, 2001.
EGGINS, S. An Introduction to Systemic Functional Linguistics. London, Continuum (2nd. ed), 2004.
HALLIDAY, M.A. K. Chapter 1. In: HALLIDAY, M.A.K. & HASAN, R. Language, context, and text: Aspects of language in a social-semiotic perspective. Oxford: Oxford University Press, 1989, p. 3-5.
HALLIDAY, M. A. K. An introduction to functional grammar. London: Edward Arnold, 1985,1994.
HALLIDAY, M.A.K. & MATTHIESSEN, C. M. I. M. An introduction to functional grammar. Third Edition. London: Arnold, 2004.
HEBERLE, V. M. Investigando práticas de letramento de alunos do Ensino Médio pela perspectiva da Lingüística sistêmico-funcional e da Análise Crítica do Discurso. Bolsa de Produtividade em Pesquisa CNPq Processo n. 308682/2005-0, 2006.
HEBERLE, V. M. Multimodal literacy for teenage EFL students. Caderno de Letras, UFRJ, v. 1, n. 27, 2010, p. 101-116.
HEBERLE, V. M. & MEURER, J. L. Aspects of visual analysis for the EFL class. In: Anais do I Congresso Internacional da ABRAPUI. Belo Horizonte: ABRAPUI/ UFMG/ FAPEMIG, v. 01, 2007, p. 1-11.
KRESS, G. Multimodality: Challenges to thinking about language. Tesol Quarterly, vol 34, n. 2, Summer 2000, p. 337-340.
KRESS, G. Literacy in the New Media Age. London/New York: Routledge, 2003.
KRESS, G. Multimodality. A social semiotic approach to contemporary communication. London/New York: Routledge, 2010.
KRESS, G. & VAN LEEUWEN, T. Multimodal Discourse: The modes in media of contemporary communication. Londres: Arnold, 2001.
KRESS, G. & VAN LEEUWEN, T. 2. ed. Reading images: The grammar of visual design. London: Routledge, 2006.
MACKEN-HORARIK, M. Interacting with the Multimodal Text: Reflections on Image and Verbiage in Art Express. Visual Communication. vol. 3, 1, February 2004, p. 5-26.
MEURER, J. L. Aspects of language in self-help counseling.Advanced Research in English Searies [ARES]. Florianópolis: Pós-Graduação em Inglês, UFSC, 1998.
NEW LONDON GROUP. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-91), 1996.
REICHMANN. Reflection as social practice: an in-depth linguistic study of teacher discourse in a dialogue journal. Tese de doutorado. Pós-Graduação em Letras/Inglês e Literatura Correspondente, 2001.
ROYCE, T. Multimodal communicative competence in second language contexts. In ROYCE, T. & BOWCHER, W. (Eds) New Directions in the analysis of multimodal discourse (pp. 361-403). Mahwah, NJ: Lawrence Erlbaum, 2007.
STEIN, P. Rethinking resources: Mutimodal pedagogies. Tesol Quarterly, vol. 34, n. 2, Summer 2000, p. 333-336.
STENGLIN, M. & IEDEMA, R. How to analyse visual images: A guide for TESOL teachers. In: A. Burns & C. Coffin (Eds). Analysing English in a global context. London/ New York: Routledge/
Macquarie University/ The Open University, 2001, p. 194-208.
UNSWORTH, L. Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham, UK: Open University, 2001.
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Published
2019-09-15
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HEBERLE, V. M.; ABREU, B. B. INVESTIGATING MULTIMODALITY: AN ANALYSIS OF STUDENTS’ DIARY JOURNALS. Linguagem em Foco Scientific Journal, Fortaleza, v. 3, n. 5, p. 77–96, 2019. Disponível em: https://revistas.uece.br/index.php/linguagememfoco/article/view/1850. Acesso em: 22 nov. 2024.
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