Show simple item record

dc.contributor.advisorMora Vélez, Raúl Alberto
dc.contributor.authorMejía Vélez, María Camila
dc.date.accessioned2018-04-04T17:27:58Z
dc.date.available2018-04-04T17:27:58Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/20.500.11912/3668
dc.description34 Páginases_CO
dc.description.abstractThis chapter is a literature review, which explores multimodality theory to propose it as an English teaching and learning strategy in Colombia. In terms of second language learning, multimodality can be an useful strategy for English teaching, since it provides multicultural classrooms’ realities which integrates ESL’ students’ perspectives, gives priority to their learning experiences and their identities (Ajayi, 2009). Therefore, it is possible to recognize that multimodality offers students a sensory perception process that can attend different learning styles, for it has a semiotic work that implies the joint of a variety of modes and communicative resources, which can maximize effect and benefit (Kress, 2010) to the student´s second language communication. In this sense, to understand multimodality as a strategy, it is necessary for teachers to recognize the features that globalization arises, such as the huge development of technology (The New London Group, 1996), the appearance of variety of languages in cities or the increased of intercultural relations. This fact has impacted on teaching and learning practices. For instance, there are new learning environments, which have been created after the ICT and the different literacy practices. This has caused a redefinition of what it is meant by communication; therefore it implies that there are new resources to perform it. It involves then, that education explores other strategies for language and communication (Álvarez, J. 2016) which are aware of the new social communication practices. That is the reason why, multimodality is a concept that, working as a strategy, would help teachers and students to integrate new communicative practices and ICT to the learning process of English as a second language, to get more meaningful practices. It means, to provide students meaningful learning experiences in the classroom.es_CO
dc.formatapplication/pdfes_CO
dc.language.isospaes_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectInglés -- Enseñanzaes_CO
dc.subjectAprendizaje de una segunda lenguaes_CO
dc.subjectMultimodalidad (Educación)es_CO
dc.subjectLenguaje y comunicaciónes_CO
dc.subjectTecnologías de información y comunicación (Tics)es_CO
dc.subjectTecnología educativaes_CO
dc.subjectRedes sociales en internetes_CO
dc.subjectHabilidades comunicativases_CO
dc.subjectMétodos de enseñanzaes_CO
dc.subjectEstrategias de aprendizajees_CO
dc.subjectProceso enseñanza-aprendizajees_CO
dc.subjectAprendizaje significativoes_CO
dc.subjectProcesos cognitivoses_CO
dc.subjectFormación profesional de docenteses_CO
dc.subjectAlfabetización multimodales_CO
dc.subjectEducación -- Colombiaes_CO
dc.subjectInvestigación educativaes_CO
dc.titleMultimodality : an English teaching and learning strategy for English as a second languaje in Colombiaes_CO
dc.typebachelorThesises_CO
dc.creator.degreeLicenciado en Inglés y Españoles_CO
dc.publisher.departmentEscuela de Educación y Pedagogíaes_CO
dc.publisher.programLicenciatura en Inglés y Españoles_CO
dc.type.hasVersiondraftes_CO
dc.description.sectionalMedellínes_CO


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International