Short description:

Multimodal Literacy in English as an Additional Language in Higher Education addresses three key aspects of multimodal literacy in higher education; identifying what is understood by multimodal literacy, its teachability in the EAL context, and how to integrate multimodal competence into professional development programmes.

Long description:

Multimodal Literacy in English as an Additional Language in Higher Education addresses three key aspects of multimodal literacy in higher education: identifying what is understood by multimodal literacy, its teachability in the EAL context, and how to integrate multimodal competence into professional development programmes.

This edited collection provides a diverse and international perspective on multimodal literacy development in both students and teachers in higher education settings. The volume is organised into three parts: the first examines the concept of multimodal literacy at university level from different perspectives; the second focuses on students, with examples of how multimodal literacy pedagogies in EAL courses can be meaningfully applied; and the third explores the design and implementation of EAL teachers? professional development programmes which promote and enhance multimodal literacy. Multimodal Literacy in English as an Additional Language in Higher Education paves the way for the integration of multimodal literacy theories and practices in the different EAL curricula.

This innovative volume brings together both theory and practical application and is essential reading for researchers, postgraduate students, and teachers and teacher trainers in the fields of language teaching, language learning, and education.

Table of Contents:

List of figures and tables

List of contributors

Preface

PART I. Conceptualising multimodal literacy in higher education

Chapter 1: Multimodal literacy at the university: the ins and outs of educating in English as an additional language

Chapter 2: Infographics, inter-semiosis, and multimodal literacy in science education

Chapter 3: Designing for multimodal literacy and socio-emotional learning through digital multimodal composing

Chapter 4: Multimodality and transposition in collaborative language learning

PART II. Multimodal literacy pedagogies in EAL courses

Chapter 5: A multimodal assessment grid to guide the design and evaluation of instructional video tutorials

Chapter 6: Multimodality and mathematics literacy: knowledge visualisation and construction through a bilingual mobile learning app

Chapter 7: Assessing multimodal discourse in digital storytelling for ESP: from theory to practice

Chapter 8: Enhancing multimodal literacy in ESP: a focus on digital multimodal composition for video game reviews

PART III. Multimodal literacy pedagogies and professional development

Chapter 9: Developing multimodal interactional competence in EMI lecturers. Reflexive practice in an online international programme

Chapter 10: Multimodal and digital literacies in EME professional development programmes to promote students? interaction and engagement

Chapter 11: Multimodality in EAL teacher education: an example from the Norwegian context