Multimodal Approach as Scaffolding for Literary Analytical Skills
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| Year of publication | 2024 |
| Type | Appeared in Conference without Proceedings |
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| Description | As interpreting literary texts and communicating about culture and literature at the academic level is becoming an increasingly challenging discipline for many university students, more attention has been paid to new educational techniques which would enhance students´ ability to comprehend the complexities of literary texts and enable them to communicate about their meaning. The presentation offers a brief overview of the research conducted on a multimodal approach in working with literary texts in foreign language (FL) classrooms. It explores the needs of fifty-three pre-service teachers who were tasked to use multimodal techniques as a scaffolding for literary analysis. More specifically, the pre-service teachers created multimodal products in response to literary texts, documented their processes of transmediation between the modes, and wrote reflections on the possible application of the approach in their future teaching practice with lower-secondary-school pupils. The examination of the data highlighted the areas where multimodal techniques could facilitate critical engagement with literary texts, but it also revealed the obstacles which novice teachers might encounter when applying a multimodal approach in the classroom. |