We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Reconsidering classroom space and language teaching and learning from a multimodal perspective.
- Authors
Shogo Yamamoto
- Abstract
In the English language classroom, many modes of communication beyond language, such as still images, moving images, and gestures, are commonly used, as are technologies such as blackboards and PowerPoint that enable different modes. This paper will argue that the role of modes and technologies in facilitating more communicative language teaching cannot be overlooked and that teachers need to consider their use of classroom space from a multimodal perspective. The paper explores classroom space and language teaching and learning through the example of a classroom in a public high school in Japan. It discusses how didactic, teacher-centred pedagogy tends to be promoted by traditional classroom spaces. It also outlines how modes and technologies can be used in the classroom space to mitigate teachers' power and fulfil students' needs and how consideration of the use of modes and technologies can contribute to teachers' professional development. The paper illustrates the significance of raising teachers' awareness of their use of semiotic modes and technologies in the classroom space to improve classroom language teaching and learning.
- Subjects
ENGLISH language education; TEACHER development; EDUCATIONAL technology
- Publication
University of Sydney Journal in TESOL, 2023, Vol 2, p105
- ISSN
1834-4712
- Publication type
Article
- DOI
10.5281/zenodo.11146477