The aim of this paper is to demonstrate that implementing a pedagogy of multiliteracies and multimodal literature can have a great impact on teaching in the EFL classroom. In the last chapter, three different multimodal novels will therefore be highlighted. An analysis will take place on how Shaun Tan’s "The Arrival", Gene Luen Yang’s "American Born Chinese" and Frank Cottrell Boyce’s "The Unforgotten Coat" can foster a multimodal literacy. For this purpose, possible ways of teaching will be drafted.
At the beginning of this decade we started to face a new world-wide crisis. Due to the current global pandemic many economic, political and social changes arise for everyone. Even if we cannot predefine the impacts of this transition in the long run, we can assume that it will effectuate changes for the working and social life of many people around the globe. In fact, this situation already requires new methods for learning, working and socializing on different levels. In times of globalization and mass migration, diversity and heterogeneity became natural phenomena. Besides, (foreign) languages and English as a lingua franca became more important for everyday life. It led to the implementation of new technologies, and especially new communication systems, which are frequently used world-wide. Communication apps like WhatsApp or Instagram, which are used by the majority of young people nowadays, are an integral part of social life. Today, the necessity for using these in learning environments is stronger than ever. With it comes the demand to use these communication systems appropriately. The influences of digital technologies also set new needs for learning and teaching in the English foreign language classroom. The crisis, yet again, underlines the demands for new learning methods, which have long been discussed in schools and other educational settings.
Table of Contents
1. Introduction
2. State of Research
2.1. Defining Literacy
2.2. Multimodal Literacy
2.3. The Concept of Multiliteracies
2.4. Multimodal Literature
2.4.1. Comics
2.4.2. Graphic Novels
3. Teaching Multimodal Literature in the EFL Classroom
3.1. Teaching Literature
3.2. Challenges of Teaching Multimodal Literature
3.3. Multimodal Literature in the EFL Classroom
4. Teaching Multimodal Literature
4.1. Choosing Multimodal Literature
4.2. Approaching Multimodal Literature
4.3. Shaun Tan’s The Arrival
4.4. Gene Luen Yang’s American Born Chinese
4.5. Frank Cottrell Boyce’s The Unforgotten Coat
5. Conclusion
Objectives and Research Themes
The primary aim of this thesis is to demonstrate the necessity and the pedagogical potential of implementing multimodal literature into the English as a foreign language (EFL) classroom to foster multimodal literacies in modern students.
- The theoretical foundation of multimodality, literacy, and the concept of multiliteracies.
- Challenges and opportunities of teaching multimodal texts in an educational setting.
- Practical analysis of three distinct multimodal works: The Arrival, American Born Chinese, and The Unforgotten Coat.
- Strategies for integrating multimodal literature to support student motivation and analytical competence.
Excerpt from the Book
4.3. Shaun Tan’s The Arrival
The Arrival tells the story of a family father who leaves his wife and young daughter to seek a better life for them. Having embarked on a long journey across the ocean, he is just one of many other travelers who finally arrives in the new and foreign land. At the beginning everything looks strange and unfamiliar to him. He struggles with the foreign language, currency, the unfamiliar city with its unknown architecture and the transportation system. He tries the food, which he is unaccustomed to, is curious about the objects in his apartment and is unfamiliar with the cultural habits. Despite the obstacles, he manages to create a life for himself in this new world. Nevertheless, his lack of knowledge about the new land and language makes his situation particularly complicated.
Summary of Chapters
1. Introduction: Presents the relevance of multimodality in a globalized, crisis-driven world and defines the scope of using multimodal literature in the EFL classroom.
2. State of Research: Defines core concepts like literacy and multimodal literacy while exploring the pedagogical framework of multiliteracies established by the New London Group.
3. Teaching Multimodal Literature in the EFL Classroom: Examines the broader context of teaching literature and addresses the specific challenges and benefits of integrating multimodal texts into standard curricula.
4. Teaching Multimodal Literature: Focuses on the selection and practical application of three specific multimodal novels to foster literacies through various teaching methods.
5. Conclusion: Summarizes the findings, reinforcing that multimodal literature serves as a powerful, authentic tool to extend the traditional curriculum and support active student development.
Keywords
Multimodality, Multimodal Literature, Multiliteracies, EFL Classroom, Graphic Novels, Comics, Literacy, Meaning-Making, Migration, Identity, Pedagogy, Visual Literacy, Critical Thinking, Student Motivation, Semiotics.
Frequently Asked Questions
What is the fundamental focus of this thesis?
The thesis explores the integration of multimodal literature into English as a foreign language (EFL) instruction, arguing that traditional text-based teaching is insufficient in a technologically multimodal world.
Which central topics are addressed?
The work covers themes such as cultural diversity, migration, identity, and the shift from traditional reading practices to the decoding of complex multimodal sign systems.
What is the primary research goal?
The primary goal is to demonstrate that a pedagogy based on multiliteracies—integrating visual, verbal, and other semiotic modes—can significantly enhance learning outcomes and student motivation.
Which methodology is employed?
The thesis employs a theoretical examination of literacy and multiliteracies combined with a practical analysis of how specific literary works can be scaffolded in the classroom.
What content is covered in the main body?
The main body moves from theoretical frameworks (literacy definitions) to practical instructional analysis of three specific books: The Arrival, American Born Chinese, and The Unforgotten Coat.
How would you characterize the work's keywords?
The keywords revolve around the intersection of modern pedagogy, digital-age literacy, and specific literary genres that leverage non-verbal semiotic resources.
What makes "The Arrival" particularly useful for teaching?
As a silent graphic novel, it removes language barriers, allowing learners of all levels to focus on interpreting symbols, sequences, and narrative meaning without immediate lexical pressure.
How does the thesis relate "American Born Chinese" to social issues?
The author uses this novel to demonstrate how to address stereotypes and personal identity, using its three narrative strands to discuss ethnic prejudices and assimilation in a globalized context.
What is the unique characteristic of "The Unforgotten Coat"?
It acts as a bridge between traditional and multimodal literature, utilizing an unreliable narrator and embedded "photographic" evidence to teach critical media literacy.
- Arbeit zitieren
- Sabrina Denz (Autor:in), 2020, Multimodal Literature, München, GRIN Verlag, https://www.grin.com/document/1166636
