Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers

Title
Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers
Publication Date
2019-07-01
Author(s)
Farías, Miguel
Veliz, Leonardo
( author )
OrcID: https://orcid.org/0000-0003-2489-7484
Email: lveliz@une.edu.au
UNE Id une-id:lveliz
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Universidad Nacional de Colombia, Facultad de Ciencias Humanas
Place of publication
Colombia
DOI
10.15446/profile.v21n2.75172
UNE publication id
une:1959.11/54825
Abstract

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.

Link
Citation
Profile: Issues in Teachers' Professional Development, 21(2), p. 13-27
ISSN
2256-5760
1657-0790
Start page
13
End page
27
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International

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