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Multimodal analysis of visuals used in two foreign language degree courses (Spanish and Mandarin)
Action research
Lourdes Hernandez-Martin & Dr Lijing Shi
London School of Economics and Political Science (LSE)
Why do we use visuals in teaching?
1. To make materials more attractive, especially still images
2. The visual is central to the cultural construction of social life in contemporary (Western) societies. Do you imagine a language class without images today?
3. Materials from classes are the only source of students’ knowledge. Visuals help us to show students the sociocultural contexts of the languages they are learning.
Context and content
LSEspecialises in social, political and economic sciences
Language CentreML -Certificate and Degree
ML Degree students Diversity
ML Degree coursesAcademic purposes within LSE areas
Content
Intercultural awareness
Socio-cultural
Linguistic
How? Spanish courses Mandarin courses
Textbook No Yes
Complementary
materials for topics in
textbook
No Yes
Tailor-made materials Yes, all materials For topics not included
in textbook
Complementary book
for tailor made
materials
Yes, grammar book No
Courses chosen for project
Materials LN122 Spanish Language and Society
(B1-B2)
LN340 Chinese Language and Society
(C1-C2)
Topic- based
units• Study Pack of12 topic-based
units created and/ or updated
by the teacher
• 12 Topics from a textbook
• Tailor-made materials by the teacher to
supplement textbook topics
• 2 topic-based units created to cover
themes which are not included in the
course-book Project-based
learning• Press observer (7 weeks)
• In a certain place in London (18
weeks). Exploring the Spanish speaking
communities in London.
• Research project
• Video interview project
Complementary
materials• In Moodle • In Moodle
Why this research?
“By using them (materials in general), students also shape their perceptions, construct and enlarge their knowledge and express their attitudes towards both the language and the culture” (Rico, 2010).
“It is necessary to look very carefully at visual images, and it is necessary to do so because visual representations have their own effects” (Rose, 2012).
We need to “take images seriously”.
How have visuals been applied to develop linguistic, socio-cultural and intercultural competences?
Research method
Action research
• Which visuals did we use? • What were intended purposes?• Were intended purposes realised?
Multimodal analysis + stimulated recall + reflective notes
Stimulated recall method (Gass & Mackey, 2000). Action Research Cycle – enhanced: Hampel & Stickler, 2015
Findings 1
0
5
10
15
20
25
30
35
40
45
LN340Mandarin
LN122 Spanish
Pictures
Moving Images
Others
Others: • Posters• Map• Drawings• Cartoon• Graphs
Findings 2: Intended use of Pictures
Chinese_LN340 Pictures
Linguistic
Sociocultural
Intercultural
Enhance
Prompt
Spanish_ LN122 Pictures
Linguistic
Sociocultural
Intercultural
Enhance
Prompt
Findings 3: Intended use of Moving Images
Chinese_ LN340 Moving images
Linguistic
Sociocultural
Intercultural
Enhance
Prompt
Spanish_LN122 Moving images
Linguistic
Sociocultural
Intercultural
Enhance
Prompt
Findings 4: Intended use of other visuals
Spanish_LN122 Others
Linguistic
Sociocultural
Intercultural
Enhance
Prompt
Chinese_LN340 Others
Linguistic
Sociocultural
Intercultural
Enhance
Prompt
Further thoughts
1. Our activities with visuals do not necessarily explore all aspects suggested for the analysis of media messages (Centre for Media Literacy, 2003):
a. Site of production: author (“constructedness”)b. Site of image itself: composition, format (and techniques of production)c. Site of reception: audienced. Content (or message) (semiotic analysis, discourse analysis)e. Motive (purpose)
2. Our project brought us to more questions:
• Whose social communities/groups are most commonly represented in our images?
• Which discourses are deployed in the visual in relation to the topics?
• Who speaks in the images we see in our classes?
• Are we simplifying, stereotyping, and creating prejudices? Which consequences this may have for
the opinions-judgements students make about the Target Communities?
Analyse Reflect Plan Act
Action 2 in LN122: Meaning embedded
Images from: http://www.abc.es/economia/20130425/abci-casi-millon-jovenes-espanoles-201304251049.htmlhttp://www.elconfidencial.com/espana/2016-03-02/el-demoledor-diagnostico-del-financial-times-la-crisis-crea-jovenes-enfermos_1162398/http://aspa-andalucia.org/220-000-jovenes-espanoles-emigraron-en-el-ultimo-lustro/
Action 3 in LN340 – Content analysis
88%
12%
Educational background
univesity + non-university degree
Conclusion
Cross section collaboration cross-cultural
Take visualseriously in the language classroom:
• Teachers’ awareness• Students’ awareness
Thank you! Gracias! 谢谢!
Lourdes Hernandez-Martin [email protected]. Lijing Shi [email protected]
Bibliography
Material preparation• Dorney, Z. (2001). Motivational strategies in the language classroom. Cambridge, England: Cambridge University
Press.• Dorney, Z. (2003). Attitutes, Orientations and Motivations in Language Learning. Oxford: Blackwell Publishing.• Gulbahar Becket, H. and Miller, P. (eds.) (2006). Project-based Second and Foreign Language Education: Past,
Present, and Future. Information Age Publishing• Tomlinson, B. (2013) (ed.). Developing Materials for Language Learning. London: Bloomsbury.• Tomlinson, B. and Masuhara, H. (2010). Research for Material Development in Language Learning. London,
Bloomsbury
Language and culture teaching and research• Hall, J. (2012). Teaching and Researching Language and Culture. Harlow: Pearson Education Limited
Multiliteracies• Thoman, E. and Tessa Jolls, Literacy for the 21st Century, Centre for Media Literacy, 2003
http://medialit.net/sites/default/files/mlk/01_MLKorientation.pdf• The New London Group, A pedagogy of Multiliteracies: Designing Social Futures, 1996
http://eps415gse.pbworks.com/f/A_Pedagogy_of_Multiliteracies_Designing_Social_Futures.htm
BibliographyMultimodal discourse analysis
• Gabriella Vigliocco, Pamela Perniss, David Vinson (2014) “Language as a multimodal phenomenon: Implications for Language Learning, Processing and Evolution”, Phil. Trans. R. Soc., v. 369, issue 1651
• Levinson SC, Holler J. 2014 ”The Origin of human multi-modal communication”. Phil. Trans. R. Soc. B
Stimulated recall and Action Research
• Gass, S. M., & Mackey, A. (2000). Stimulated recall in second language research. Lawrence Erlbaum Associates, Publishers (Mahwah, NJ).
• Stickler, U., & Hampel, R. (2015). From second language acquisition to second language use: Qualitative and mixed-methods approaches to research in CALL today. CALICO Journal, 32(2).
Visuals• Azoulay, A. (2008) The Civil Contract of Photography, New York, Zone books• Hill, D. (2013) “The Visual Elements in EFL Coursebooks” in Tomlinson, B. (ed.). Developing Materials for Language
Learning. London: Bloomsbury.• Rose, G. Visual Methodologies, 3rd Ed. (2012) SAGE Publications, London.• Rose, G. (2014) “On the Relationship between “Visual Research Methods” and Contemporary Visual Culture”, The
Sociological Review, Vol.62, 24-46• Rose, G. (1996) “Teaching visualised geographies: towards a methodology for the interpretation of visual materials”
Journal of Geography in Higher Education, Vol.20, n.3.
BibliographyIntercultural competence
• Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence, Multilingual Matters• Council Europe, CEFR, 2001 http://www.coe.int/t/dg4/linguistic/cadre1_en.asp• Clayton, J (2003) One classroom, Many worlds: Teaching and Learning in the Crosscultural classroom, Portsmouth,
NH: Heinemann.• Celce-Murcia, M. (2007) “Rethinking the Role of Communicative Competence in Language Teaching”, in E.Soler and
M. Safont Jorda (eds), Intercultural Langauge Use and Language Learning” (pp.7-22), Dordrecht: Springer• Mason, J. (2010) “The Effects of Different Types of Materials on the Intercultural Competence of Tunisian University
Students” in Tomlinson, B. and Masuhara, H. (2010). Research for Material Development in Language Learning. London, Bloomsbury
• Rico, C. (2010) “The Effects of Language Materials on the Development of Intercultural Competence” in Tomlinson, B. and Masuhara, H. Research for Material Development in Language Learning. London, Bloomsbury
• Spencer-Oatey, H. and Franklin, P. (2009). Intercultural Interaction. A Multidisciplinary Approach to Intercultural Communication. New York: Palgrave Macmillan