Using Multimodal Texts in English Language Teaching and Learning

Project Number
SUG 18/14 CTY

Project Duration
January 2015 - April 2016


The inclusion ‘Viewing’ and ‘Representing’ as core language skills to be taught alongside the more traditional skills of reading, writing, listening and speaking underscores the importance placed in understanding multimodal texts as part of literacy education in the 21st century. While teachers are able to appreciate the fact that comprehending multimodal texts is essential, many do not possess the knowledge and skills to harness them as resources and tools for use in the language classroom. In light of this, one might argue that in order for teachers to be effective in the 21st century classroom, it is vital that multimodal texts be introduced in the English Language curriculum and that a principled and systematic framework is needed to assist them in dealing with the complexities of these multimodal texts. This study is the first phase of a proposed two-phase exploratory and intervention project. This first phase is purely exploratory and it aims to establish baseline data with regard to the use of multimodal texts in teaching and learning in a local Singapore secondary school. The methodology is underpinned by Timperley, Parr and Bertanees’s (2009) framework for teacher inquiry and knowledge building to promote better student learning. This framework advocates that teachers must first be made aware of their learners’ needs, then build their own pedagogical content in adequate depth and finally ensure that their teaching practices have changed sufficiently in order for teaching to have its desired impact on learners (pp. 230-240). The data which the project aims to collect include audio and video recording of English Language lessons, interviews with teachers and students, document analysis and analysis of artefacts for teaching and learning. The main outcomes of this study are a set baseline data for multimodal text use and a professional learning package to be delivered at the second phase of this project.

Funding Source

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