In recent years, there has been an increasing interest in multimodal pedagogy. However, little is known how English teachers develop multimodal pedagogy that enhances the teaching of close reading using mashups. To address this problem, the present study, theoretically framed in social semiotics, aims to explore how five high school English teachers developed the pedagogy associated with mashup-enhanced close reading and how they responded to the challenges arising. To explore how the teachers taught close reading using mashups, data collected through lesson plans, mashup think-aloud protocols, and individual interviews revealed that the teachers were able to apply semiotic resources to the teaching of close reading in relation to ideational meanings, textual meanings, and interpersonal meanings. To identify the challenges, data collected through reflective reports and interviews suggested that the problems the teachers confronted involved excess time consumption, the inconvenient operations of picture-editing software, and students’ less active exploration of mashup-enhanced reading. This article contributes to the literature on the teaching of close reading by exploring how English teachers could represent the teaching of close reading via the lens of social semiotics. This study offers recommendations for the explicit teaching of representing skills in the new literacy curriculum.
|Effective start/end date||2019/08/01 → 2020/07/31|
- close reading
- multimodal pedagogy
- social semiotics
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