The role of multimodality in student engagement: the students as creative authors in two ESP classes [Innovation and digital technologies in Languages for Specific Purposes]
Visualitza/Obre
Estadístiques de LA Referencia / Recolecta
Inclou dades d'ús des de 2022
Cita com:
hdl:2117/348458
Tipus de documentText en actes de congrés
Data publicació2021-07
EditorUniversitat Politècnica de Catalunya
Condicions d'accésAccés obert
Llevat que s'hi indiqui el contrari, els
continguts d'aquesta obra estan subjectes a la llicència de Creative Commons
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Reconeixement-NoComercial 4.0 Internacional
Abstract
Multimodality is at the core of the wide range of digital skills that higher education students need to foster. As interdisciplinary skills, digital skills can help students develop communication skills in general, and disciplinary communication in a foreign language in particular. What this paper sets out to show is that in the context of an ESP class, a multimodal task is an efficient tool to encourage student engagement through the authoring of multimodal texts. Indeed, as Plastina (2013) writes, “The opportunity of authoring multimodal texts by coherently integrating different digital media elements (texts, graphics, sound, animation and video) is becoming a popular practice among the net generation. (…) developing multimodal communicative competence now needs to be at the forefront of ESP.” (pp. 378-379). Using the examples of two ESP task-based projects, that of the creation of a video abstract in a class of ESP for plant biology students at Master’s level on the one hand, and of the creation of a vlog in a class of ESP for trainee physical education teachers, this paper will analyse what is at stake in such tasks, through the concepts of code-switching and creating authoring. I will analyse the efficiency of the digital shift as a didactic tool, making students active participants in the authoring of their video artefacts. Students’ digital skills and disciplinary skills develop at the same time, exemplifying the idea that “digital literacies are critical to fully access the literacies required for disciplinary learning.” (Manderino & Castek, 2016, p. 79).
CitacióWhite, M. The role of multimodality in student engagement: the students as creative authors in two ESP classes. A: AELFE-TAPP 2021 (19th AELFE Conference, 2nd TAPP Conference). "Multilingual academic and professional communication in a networked world. Proceedings of AELFE-TAPP 2021 (19th AELFE Conference, 2nd TAPP Conference). Vilanova i la Geltrú (Barcelona), 7-9 July 2021". Vilanova i la Geltrú: Universitat Politècnica de Catalunya, 2021, ISBN 978-84-9880-943-5.
ISBN978-84-9880-943-5
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AELFE_TAPP_WHITE.pdf | Article | 188,5Kb | Visualitza/Obre |