Descripción
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The paradigm shift that occurred in the digital era (Bearne, 2003) towards the predominance of multimodal texts (Cope & Kalantzis, 2000; Kress, 2003; Kress & van Leeuwen, 1996) has affected the role of the reader (Kress, 2010; Serafini, 2012), who is currently expected to approach texts from a multimodal/tripartite framework (Serafini, 2014). With a focus on the teaching of visual literacy through memes in the language classroom, this paper seeks to share the workshop pedagogical proposal that we launched in one of our Master?s courses for EFL/ESL secondary school teachers at the Complutense University of Madrid (Spain) during the first term of the academic year 2016-2017. Our aim was twofold: (i) share our meme-based visual proposal; and (ii) give value to the teaching plans developed by our Master?s students while assessing the implementation results of both the workshop and the lesson plans at secondary and tertiary education levels. | |
Internacional
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Si |
DOI
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Edición del Libro
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Editorial del Libro
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Floriana: ELT. |
ISBN
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978-99957-1-151-1 |
Serie
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Título del Libro
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THE IMAGE IN ENGLISH LANGUAGE TEACHING |
Desde página
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59 |
Hasta página
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71 |