Get the Picture: Teaching with Multimodal Texts

by Philip McConnell
English Language Institute of Singapore

Our students encounter many texts in their daily lives which combine linguistic, auditory and visual modes of representation. Such rich, multimodal texts can serve in the classroom as authentic and engaging materials that allow learners at any level to explore how meaning is created. They can also be used as the basis for many kinds of learning activities, providing additional means of engagement for teachers to help students develop skills for critical thinking, speaking and listening. Furthermore, these texts might be used to give students the opportunity to interact more effectively in different contexts for a variety of audiences and purposes. This paper offers a research-based rationale for teaching with multimodal texts. It also gives examples of multimodal texts and a set of strategies for the English classroom which are intended to enrich the experience of learning.

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Bridging Seasons: Teaching Manuel Arguilla’s Midsummer and Anton Chekhov’s Misery

by Devi Benedicte’ I. Paez
Loyola Schools
Ateneo de Manila University, Philippines

How can a student of literature in English at a Philippine university be assisted in gaining an understanding of seemingly remote concepts such as the winter described in Chekhov’s Misery? This paper reviews a methodology for doing exactly that.  It illustrates how, for example, by first introducing a Filipino short story in English such as Manuel Arguilla’s Midsummer, the teacher can provide for a more emboldened and engaged discussion on seasons as metaphors for feelings. The paper also aims to show that accommodating Philippine literature in English in a literature course that has previously focused on western texts may lead students toward the shared and purposeful responsibility of constructing familiar meanings amidst the diversities found in “foreign” literatures.

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