Bibliographic Details
| Title: |
The role of multimodality in student engagement: the students as creative authors in two ESP classes [Innovation and digital technologies in Languages for Specific Purposes] |
| Authors: |
White, Mélanie |
| Publisher Information: |
Universitat Politècnica de Catalunya |
| Publication Year: |
2021 |
| Collection: |
Universitat Politècnica de Catalunya, BarcelonaTech: UPCommons - Global access to UPC knowledge |
| Subject Terms: |
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Aprenentatge de llengües, English for specific purposes, English language -- Technical English, Multimodality, Digital skills, Student engagement, Llenguatge i llengües -- Ensenyament, Anglès tècnic |
| Description: |
Multimodality is at the core of the wide range of digital skills that higher education students need to foster. As interdisciplinary skills, digital skills can help students develop communication skills in general, and disciplinary communication in a foreign language in particular. What this paper sets out to show is that in the context of an ESP class, a multimodal task is an efficient tool to encourage student engagement through the authoring of multimodal texts. Indeed, as Plastina (2013) writes, “The opportunity of authoring multimodal texts by coherently integrating different digital media elements (texts, graphics, sound, animation and video) is becoming a popular practice among the net generation. (…) developing multimodal communicative competence now needs to be at the forefront of ESP.” (pp. 378-379). Using the examples of two ESP task-based projects, that of the creation of a video abstract in a class of ESP for plant biology students at Master’s level on the one hand, and of the creation of a vlog in a class of ESP for trainee physical education teachers, this paper will analyse what is at stake in such tasks, through the concepts of code-switching and creating authoring. I will analyse the efficiency of the digital shift as a didactic tool, making students active participants in the authoring of their video artefacts. Students’ digital skills and disciplinary skills develop at the same time, exemplifying the idea that “digital literacies are critical to fully access the literacies required for disciplinary learning.” (Manderino & Castek, 2016, p. 79). |
| Document Type: |
conference object |
| File Description: |
6 p.; application/pdf |
| Language: |
English |
| Relation: |
http://hdl.handle.net/2117/348458 |
| Availability: |
http://hdl.handle.net/2117/348458 |
| Rights: |
Attribution-NonCommercial 4.0 International ; https://creativecommons.org/licenses/by-nc/4.0/ ; Open Access |
| Accession Number: |
edsbas.9047ABCA |
| Database: |
BASE |