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How to integrate Multimodality in the current language classroom practices

Let’s take a look at the concept

Multimodality refers to the use of different modes, tools, or communicative resources to create meaning. In this sense, modes of representation are understood as those tools that can be: written and oral language; visual, audio, tactile, gestural, and spatial representations.

Consequently, as a teacher, you must keep these modes in mind both when you create or choose a text for your students, as well as when they are creating texts. 

 

These are the elements that people use to communicate and understand the world around them. That is why, in today’s classrooms, educators must be prepared to work with different resources and use multimodality in their classes by presenting the information in multiple ways. In this way, it will also be possible to recognize the elements that students use to create texts, where they show their preferences and communicative interests.

Teaching tips

Here are some teaching ideas that you can include in your teaching practices and routines from a multimodal approach:

Practical exercise in class

  • Students will choose a person with whom they have close and continuous contact.
  • They will begin to observe and note their characteristics: the way they speak, the colors of their clothes, the accessories they use, their favorite music and food, the continuous movements of their body, the persistent gestures of their face and hands, most used words, and socio-cultural characteristics: like the people they live with, where, and what they do on a
    daily basis.
  • To collect the information students could use different data collection tools like: diary, organizing in charts the information, interviews, photos, observation, to name a few. (For this part of the process, the teacher must have explained in advance the characteristics of these tools and their application).
  • After having these characteristics, students will begin to write a short story (which includes images, sounds, textures, colors, and elements that capture the reader’s attention) where the main character will be the person they chose and analyzed.
  • This story must keep in mind its target audience (age and interests of the audience) and it must have a learning objective. That is, it must have a message, explanation, or new knowledge for the reader.
  • In addition, it must follow the main characteristics of a short story.
  • Then, students will share their stories with their classmates and in a reflective way, the teacher will open a space to talk about the process of observation, information gathering and the writing of the short story, according to what each student was able to do and experiment.
  • The teacher may end up explaining how a person becomes a text that can be read and understood. All the characteristics that make up a person create their text, and by being able to interrogate, analyze and understand these characteristics, we can say that a person is a text that can be read. When we understand texts beyond written letters and recognize that there
    are multiple modes and resources that can enrich them (color, movement, sound…) we open the perspective and understanding of what a text is.
  • In addition, broaden the students’ vision of the way they read and write based on multimodality.

Here there are some key ideas that you can consider when applying multimodality in your classes:

● Include always in your classes different kind of modes to explain or send a message to your students: Pictures, illustrations, audio, speech, writing and print, music, movement, gestures, facial expressions, and colors.
● Keep in mind the different learning styles of your students and allow them to be able to choose the modes of their textual creations.
● Allow learning to be dynamic and interactive, so that students can interact with the information and knowledge presented in class.

Well, and how can you help your students to read and write in a multimodal way?

Here are some links to continue learning about Multimodality that can be useful for you.
https://www.youtube.com/watch?v=nt5wPIhhDDU&ab_channel=JeffBezemer
https://vimeo.com/88937627?embedded=true&source=video_title&owner=5137968
https://www.youtube.com/watch?v=tUZ9Zu6Fb3g

For more information, you can also reference this LSLP Micropaper: 

Mejía-Vélez, M. C. & Salazar Patiño, T. (2014). Multimodality. LSLP Micro-Papers, 4. Available in http://www.literaciesinl2project.org/uploads/3/8/9/7/38976989/lslp-micro-paper-4-multimodality.pdf

 

This post is in alliance with a guest author from LSLP or Literacies in Second Languages Project.

Find out more about LSLP 

 

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Natalia Andrea

Ramírez

Author

 

 
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Exploring Creative Ways to Use ChatGPT in English Language Teaching

What is ChatGPT, and how can it help teachers in the English language classroom?

ChatGPT, short for “Chat Generative Pre-training Transformer,” is an extensive language model developed by OpenAI that can generate natural language text. There has been tons of buzz around this innovative tool since it came out last year, with mixed feelings about how it could be used in education or if it should be used. What’s my position? I’m all for it, it’s a tool we can use to support teaching and learning English. 

 

ChatGPT and its Benefits for English Language Learning

     ChatGPT can be an invaluable tool for teachers in the English language classroom. It can help students practice various language skills, including grammar, vocabulary, reading, writing, and even preparing for speaking. However, I’ve read many articles debating where ChatGPT should be used in teaching and learning since it could be just another way for students to get out of doing their homework. 

     As English teachers, you could tell if your students used a translator on a writing task; the same occurs with using ChatGPT. Although it can mimic a human, it will never quite get the exact style your students use of the language, their level of English, or their lexis. We can tell, so I don’t think it will impact our work negatively, but it could benefit our teacher activities and students’ learning process. 

     So, let’s explore how we can get the most out of ChatGPT in ELT. One of the ways that ChatGPT can be used in the classroom is through the use of prompts and questions. Teachers can prepare these for ChatGPT to either generate responses that help them plan a lesson or develop content that students can use to learn.

For Students

  • You can use the model as a starting point for class discussion. Ask the students to explain their understanding of the model’s response, and you can ask higher-order thinking skill questions to promote critical thinking. 
  • Using ChatGPT as a writing assistant, students can input a sentence or a paragraph in their own words, and the model will help them with grammar, vocabulary, or even spelling mistakes.
  • Students can then analyze the model’s responses and compare them to their own answers, leading to a better understanding of the language.
  • It can also be used as a self-study tool. Teachers can assign homework that involves interacting with the model, and students can share their findings with the class. This can be an excellent way for students to practice their language skills in a fun and engaging way.
  • Students can also use ChatGPT to learn or practice vocabulary. 

For teachers 

Now, as you can see, ChatGPT is a powerful tool that you can use in the English language classroom. But it can also help teachers to create interactive and engaging lessons. 

These are just a few examples of how ChatGPT can be used in the English language classroom. The possibilities are endless, and I encourage you to experiment with different ways to use ChatGPT in your teaching practice to save time and still offer personalized and differentiated content for your students. It’s a powerful tool that can help to make language learning more fun, interactive, and practical. Give it a try, and let your creativity flow!

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Tatiana

Gómez Ramírez

Author

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Blog 1__Header_My Journey to Becoming an ELT Teacher

My Journey to Becoming an ELT Teacher: A Storytelling Series

In this blog post, the author shares their personal journey to becoming an ELT (English language teaching) teacher in Colombia, including their experience as a teacher and their decision to start their own educational consulting company, ELT Think Tank. The author encourages readers to join them as they continue learning and growing as professionals.