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Title: Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers
Contributor(s): Farías, Miguel (author); Veliz, Leonardo  (author)orcid 
Publication Date: 2019-07-01
Open Access: Yes
DOI: 10.15446/profile.v21n2.75172
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Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers' and educators' approaches to the use of multimodal texts. Data were gathered through two online surveys that explored the use of multimodal texts by teacher educators and pre-service teachers. Results indicate that educators were familiar with the standards and multimodality when teaching reading and writing, but lack of resources, preparation, and time prevents them from working with multimodal texts. Candidates read printed and digital newspapers, novels, and magazines outside university, but rarely use them academically. They extensively use social media, even for academic purposes. There is a mismatch between the use of multimodal texts by teacher candidates and teacher educators.

Publication Type: Journal Article
Source of Publication: Profile: Issues in Teachers' Professional Development, 21(2), p. 13-27
Publisher: Universidad Nacional de Colombia, Facultad de Ciencias Humanas
Place of Publication: Colombia
ISSN: 2256-5760
Fields of Research (FoR) 2020: 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
390108 LOTE, ESL and TESOL curriculum and pedagogy
Socio-Economic Objective (SEO) 2020: 160199 Learner and learning not elsewhere classified
130202 Languages and linguistics
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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