Costantino, Anna (2023) Exploring the multimodal affordances of pedagogical materials and activities for an inclusive and transformative language pedagogy. In: Dominquez Romero, Elena, Bobkina, Jelena, Stefanova, Stefanova Radoulska and Herrero, Carmen, (eds.) Rethinking multimodal literacy in theory and practice. Peter Lang, Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, pp. 37-57. ISBN 978-3631901380, 978-3631901397, 978-3631853917 (doi:https://doi.org/10.3726/b20792)

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Abstract

This chapter explores the emergent language affordances of pedagogical materials in order to foster an inclusive and transformative language pedagogy. My argument is twofold. Against the backdrop of an ecology of language learning and with a view of learning as an expansive process, I point to two possible avenues that, amongst the array of educational practices, could advance inclusivity and transformation. The multimodal affordances of pedagogical materials and activities that we engage with in day-to-day classroom life can challenge conventional meanings, both epistemically and practically, and create new ones that significantly enrich learners’ life-worlds. However, engaging in multimodal awareness needs to be framed in terms of enquiry. Embracing practitioner-enquiry helps position classroom activities as creative, expansive, and attuned to life itself in all its manifestations, both inside and outside the language classroom.

Item Type:	Book Section
Uncontrolled Keywords:	expansive learning, exploratory practice, inclusivity, language materials, materials development, multimodal affordances, practitioner-research
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) P Language and Literature > P Philology. Linguistics
Faculty / School / Research Centre / Research Group:	Faculty of Liberal Arts & Sciences Faculty of Liberal Arts & Sciences > School of Humanities & Social Sciences (HSS)
Last Modified:	13 Nov 2024 12:10
URI:	http://gala.gre.ac.uk/id/eprint/48591

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