Reseñamos la literatura que ha incorporado los textos multimodales en las discusiones de la lectura en segunda lengua y la evaluamos a la luz de las prácticas que los lectores de una segunda lengua utilizan en los procesos de comprensión lectora. Resumen En el contexto de lo que se ha denominado como un nuevo paisaje sociosemióti-co en las comunicaciones, este artículo explora la forma como la lectura de textos multimodales requiere de cambios en las prácticas de literacidad y reflexiona sobre el impacto de estos cambios en la lectura en segunda lengua. We finish with reflections and conclusions derived from such explorations. Implications of this transition from understanding reading as an individual, text-based, and univocal activity to approaching it as literacy practice are included. We review the literature that has incorporated mul-timodal texts in the discussion of second language reading and evaluate it in light of the practices second language readers engage in when comprehending multimodal texts. In the context of what has been called a new sociosemiotic landscape in communications, this article explores how reading multimodal texts demands a change in literacy practices and reflects on the impact of these changes on second language reading. There is no reading without prior writing. Literacy comprises both reading and writing equally, and so literacy education – and the promotion of literacy much more widely – comprises the learning and teaching of reading and writing. Writing on the other hand, to express and communicate one’s own understandings, ideas, interests and experiences, as well as one’s needs, claims, expectations, abilities and potentials, to create literary, poetic and artistic texts etc.
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In terms of literacy, these include reading and writing: Reading, on the one hand, to stay informed and in touch, to learn, to acquire information on how to do things and to expand one’s knowledge base for taking decisions, to relax, excite and amuse oneself, to enter and to get in resonance with (written) literary and poetic worlds.
To participate fully in our society whether as citizens and consumers or as learners and educators needs comprehensive capabilities of communication. Social changes have challenged this – by definition – limited perspective, both in theoretical and practical terms. From the late 1970s, research on, education in, and the promotion of literacy had focused predominately on reading.
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This change reflected fundamental challenges to the understanding of ‘literacy’ as the full use of the cultural technology of writing3.
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In 2014, the conference series was renamed, by replacing “Reading” with the term “Literacy”. Since 2008 the conferences have been organised in cooperation with FELA2. It was part of the conference series founded by IDEC1 in 1977, with the name “European Conference on Reading”. Such practices, the research suggests, will necessitate changes in both teachers’ and students’ identity.Įdited by Margit Böck, Florian Auernig and Andreas Hudelist The 19th European Conference on Literacy in Klagenfurt took place from 13 to 16 July 2015. The research challenges English teachers to consider which pedagogical practices are both appropriate and desirable in the teaching of literacy and which will help students develop the capacity for imagining a wider range of identities across time and space. Data from English-language classrooms in Canada, Pakistan, and Uganda suggest that if learners have a sense of ownership over meaning-making, they will have enhanced identities as learners and participate more actively in literacy practices. In this article, I trace the trajectory of my research on identity, literacy, and English-language teaching informed by theories of investment and imagined communities. In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners’ engagement with text.
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