Publication: Understanding multiliteracies and assessing multimodal texts in the English curriculum
| cris.virtual.author-orcid | 0000-0002-4103-4464 | |
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| cris.virtual.department | Office of Teacher Education (OTE) | |
| cris.virtual.department | English Language & Literature (ELL) | |
| cris.virtual.department | Office of Teacher Education (OTE) | |
| cris.virtual.department | English Language & Literature (ELL) | |
| cris.virtual.department | #PLACEHOLDER_PARENT_METADATA_VALUE# | |
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| cris.virtualsource.department | 8c8d8bde-4258-4d4f-a34d-52d34a5bfd09 | |
| cris.virtualsource.department | 8c8d8bde-4258-4d4f-a34d-52d34a5bfd09 | |
| cris.virtualsource.department | b643daec-c83f-4a32-afd8-0c97ec8856d6 | |
| cris.virtualsource.department | b643daec-c83f-4a32-afd8-0c97ec8856d6 | |
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| dc.contributor.author | Chan, Caroline May Ling | |
| dc.contributor.author | Chia, Alexius Ti Yong | |
| dc.contributor.author | Choo, Suzanne S. | |
| dc.date.accessioned | 2017-12-11T06:41:25Z | |
| dc.date.available | 2017-12-11T06:41:25Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | The shift in multimodality and multiliteracies in the English curriculum has become more a need than a choice. With the advent of ‘new’ media and advancing technology, learning scopes have broadened significantly. Methodologies and pedagogies will have to be redefined and re-established to accommodate the over-flowing sources of accessible knowledge. The main issue is that schools and universities, as Hull and Nelson (2005) argued, are still “staunchly logocentric, book centered, and essay driven” (p.225). More than a decade after this assertion, these new forms of literacies appear to have some impact on teaching and learning. However, the inclusion of multimodal text analyses in school-based assessment seems to be lagging. This paper discusses the shift towards multimodality and multiliteracies and their possible impact and implications on the English curriculum. It proposes the alignment of a re-conceptualized English curriculum which infuses the teaching and learning of visuals and technology and the assessment of multimodal texts. | en |
| dc.description.version | Published version | en |
| dc.identifier.citation | Chan, C., Chia, A., & Choo, S. (2017). Understanding multiliteracies and assessing multimodal texts in the English curriculum. The English Teacher, 46(2), 73-87. Retrieved from https://journals.melta.org.my/TET/downloads/tet46_02_03.pdf | en |
| dc.identifier.issn | 0128-7729 | |
| dc.identifier.uri | https://hdl.handle.net/10497/19235 | |
| dc.language.iso | en | en |
| dc.publisher | Malaysian English Language Teaching Association | en |
| dc.relation.ispartof | The English Teacher | en |
| dc.rights | This is the published version of the article in The English Teacher, 46(2), 73-87. | |
| dc.rights.license | Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) | |
| dc.subject.keyword | Multiliteracies | en |
| dc.subject.keyword | Multimodality | en |
| dc.subject.keyword | English Language teaching | en |
| dc.subject.keyword | Assessment | en |
| dc.title | Understanding multiliteracies and assessing multimodal texts in the English curriculum | en |
| dc.type | Article | en |
| dspace.entity.type | Publication | |
| local.message.claim | 2021-12-22T10:07:26.663+0800|||rp00021|||submit_approve|||dc_contributor_author|||None | * |
| local.message.claim | 2022-10-27T16:00:15.411+0800|||rp00184|||submit_approve|||dc_contributor_author|||None | * |