Ni hao!

This is Inmaculada Pineda from the University of Malaga and today I'm presenting my second video lesson for the training program for CLIL teachers in Taiwan.

Today we're going to have a look at CLIL and multiliteracy.

Enjoy!

Hello again!

This is Inmaculada Pineda from the University of Malaga and today I'm going to be talking about CLIL and multiliteracies.

So let's get started!

Now multi-modal communication as we saw in our previous video is using more than one mode to create meaning and one or several media as tools or resources to combine those modes.

So basically this girl here is studying science, CLIL science, and she is paying attention to a poster.

So the poster is the medium and the modes here are drawings and text and colors and arrows and position on screen etc.

So those are the different modes on just one medium.

I'm sure you can notice.

Now transpositional grammar is the theory that tries to explain how different modes can make meaning.

Transpositional grammar pays attention to both forms of meaning and functions.

So in this case we have as we saw before textual, visual, spatial, gestural and aural modes.

This is from the theory in 2001 by the New London Group and particularly Cress and Callancis.

And then later on in 2015 they decided to increase the number of modes by having linguistic and tactile.

And then those forms, those modes can be implemented in forms.

So the textual mode is implemented in text, the visual mode is implemented in image, the spatial mode is implemented in space or location, proximity etc.

The gestural mode is implemented in body form or in facial expression, gaze etc.

The aural form is implemented in sounds or music and then eventually linguistic mode is implemented in speech.

And the tactile mode has to do with how we express for example in sculpture.

So when we touch objects and they have specific textures for example, those also have meaning.

Now the functions of those modes have to do with reference or the representational function.

Basically what is this about?

What is this mode about?

And then agency has to do with the social function and basically it has to answer the question of who is doing this mode, who has the agency, who is creating this meaning.

Then the structure or the organizational function has to do with what holds the meaning together, what holds the message together, how is it structured, how is it organized.

Then the context function or the contextual function has to do with what else is the meaning connected to.

So if the message is also connected to other elements in the room or in the geographical context or the cultural context, how is it connected, what else is it connected to and how is it connected.

And then the interest or the ideological function has to do with what is this message or this mode for, what are the intentions behind this message or the intentions behind this meaning.

This is a table in which you can have the different functions here, the representational, social, organizational and then those are divided into the different modes.

Remember these are the relatively old modes, the five original ones and so for example the representational function in the linguistic mode can be expressed through naming and name giving.

If you would like to have a larger explanation on the five questions towards a multi-modal grammar or the functional grammar that is proposed by Kress and Kalantzis, I strongly recommend you to visit this website.

I have the link, direct link here.

Now when we are teaching students how to read and write, when we are teaching students how to be competent users of a language, particularly in terms of texts, we talk about literacy, we talk about how we teach learners to decode textual messages.

Now if we are teaching specific content, for example if we're teaching math or science or technology or if we are teaching art or if we are teaching music, we talk about content specific literacy.

This means that there is a way of using language that is specific to a particular content.

So this is why we say that for example doctors speak in a specific way, in a certain way that is distinct or different from other people in society.

This is why we say that for example the language of science or the language of art is different and so this is when we are teaching content to our students, we are also teaching them content specific literacy.

When we are teaching our students either language or content in a specific culture, we say that we're teaching them a culture specific literacy.

Basically we are teaching them to decode messages in our culture and those messages might not be present in other cultures or may have different meanings in other cultures.

Now when we are teaching our students through multi-modal communication, we talk about multi-modal literacy or the theory that has been developed into the educational part of multi-modal communication which is multi literacies.

So there's this theory about how to introduce, how to help our students become proficient in decoding and producing messages that are multi-modal.

So when we have multi literacy, basically we are teaching our students to be able to decode messages in different modes and also because this is a clear classroom, we are also teaching them to decode messages in different languages, basically in our native language in your case is Mandarin Chinese, in my case is Spanish but also in the target language of course which in our cases is both English.

Now when you are designing your multi literacy projects for your classes, you need to be aware of what we call the pedagogical repertoire.

The pedagogical repertoire has to do with the different ways in which you can use modes and combine modes so that your students are using different cognitive processes so that they are either experiencing and this is what we call authentic literacy through multi-modality or they are conceptualizing and this is called the didactic literacy and then they might be analyzing, maybe analyzing a product or a process or a concept and this is called the most difficult but also most interesting to use in the CLIL classroom is teaching students to apply knowledge into some process or some sequence of activities or something and this is called the transformative literacy.

All of those four literacies are part of what multi-modal pedagogy or pedagogical approaches to your CLIL teaching.

As I said the transformative literacy is the most difficult to do but it's also the most interesting.

This is just a showing the different literacies, different pedagogical repertoire sections within the multi literacies approach and in situated practice students are immersed in the experience of the text and different discourses.

They are learning unfamiliar maybe concepts or terms or ideas, they are learning new vocabulary and normally here you have longer explanations, you have longer intervention by the teacher.

Then if you're doing overt instruction, students are systematic, they are analytical and conscious about the form of the text.

Again remember the text doesn't have to be literally a text, it can be oral communication or it can be a combination of text and graphs or pictures or images and they use multi literacies metalanguage.

Basically they are engaging in producing meanings using more than one mode in this case.

Now with critical framing students are interpreting the world, they are interpreting maybe social differences or cultural differences and they are creating meanings in the text and again the text doesn't have to be literally words on paper and students view a text or a message maybe critically in relation to its context and then the transformed practice again this is the most interesting part is when students are able to transfer meaning making to other texts or context.

Basically they are creating new meanings and they are learning in creative ways.

So this is as I said it's the most interesting part.

I have another video lesson in which I am discussing how you can teach students to become proficient meaning makers in multi-modal communication so I'm not going to stop here today.

Now let's move on to the tools that you can use to promote the use of multi literacies approach in the classroom.

You can use YouTube or Vimeo or TikTok.

Basically those are video repositories where you can find clips that can be interesting for your students maybe because of content also because of agents who are conveying the meaning.

So basically if you show videos in which kids their age maybe from other countries are discussing something this is normally very interesting for them.

As in my previous video lesson you can use presentation software, PowerPoint, Prezi.

I included this another one Keynote which is for Mac so if you're a Mac user maybe you prefer Keynote.

Then video edition software I was telling you about all of those in my previous video and then for other tools you can use Canva.

It's a very interesting design tool that has lots and lots and lots of templates and stickers and designs that you can use not only for your PowerPoints but also in case you're creating videos or posters or infographics.

They help you a lot because you don't need to be a graphic designer to create relatively high quality multimedia materials.

OK.

So this is very interesting.

Then there's this website that I would like to mention.

It's called the CLIL Store.

The CLIL Store is a repository and I have the link to the CLIL Store here in case you're interested and it's my presentation is interactive.

So as you can see you can click once you have consulted you can click and it will direct you to the website.

It's a repository where CLIL teachers have included not only video clips that they have used for their lessons but the actual lesson plans how they used it in the classrooms with details about sequencing and activities and vocabulary and whatnot.

It's very very interesting.

So I would strongly recommend you to use it.

OK.

In terms of the the multimodal elements that you can use to foster multiliteracy among your students.

I would like to show you this video.

This video is from the Lion King and it's it's a good way to ask your students to reflect on how music can change the message of the same video.

So if we if we play the video let's see you can see. OK so now I have the activities that I'm proposing for you to do in the lesson plan.

The first task is for you to have a group discussion reflecting on the lesson plan you designed for my first video session.

So the lesson plan you did for me in my first video session.

I want you to consider which parts of the pedagogy of multiliteracies were you using.

You might not be aware that you were using transformative literacy or analyzing literacy.

But in this case when you go back and reflect on what you have designed you were using part of this multiliteracies pedagogical repertoire for sure.

So try to think about which parts you were using why you were using those how you were using those and to what purpose.

And then the second question would be would it be possible to combine the pedagogy of multiliteracies with other methodologies and models that you may be using in your classroom.

So is it possible to combine pedagogy of multiliteracies with for example communicative teaching or project based learning task based learning any of the other methodologies that you might be using in your classrooms.

If it's possible and you think it's possible how is it possible.

How would you actually implement the combination of different pedagogical approaches in your classroom.

OK so this is the first task which is a discussion and then the second task.

Yes you guessed it's again design a lesson plan for your CLIL course in which you develop a transformed practice methodological approach.

OK so basically you are using the transformative literacy approach into your CLIL classroom.

Some of you might have done it before in the previous session without knowing but I want you to if you did then you need to design a new lesson plan in which you again use the term transformed practice.

But most likely you didn't and this is why I want you to do it today.

OK you should work again in groups of two and three preferably teachers who have similar content courses as yours but not necessarily you can group as whatever you want.

OK my CLIL tip on multiliteracy whenever you can try horizontal coordination.

So if there are more CLIL teachers in your institution try creating a CLIL teaching team.

Try establishing regular meetings so that you can share materials, co-create materials, share tips and whatnot and maybe have group therapy.

I would also strongly recommend you to have not only horizontal coordination with content teachers but also with English language teachers.

This is essential for the success of the CLIL implementation in your school.

Try to get English teachers involved in the bilingual education program for example by asking them to maybe introduce some of the vocabulary that will be needed for your lessons in their lessons or maybe some of the structural linguistic forms that you will need for your lessons.

Maybe the use of the future or the simple present etc.

You can also collaborate with international CLIL projects.

There is here in Europe there's one that's e-tweening CLIL project and they have international connections.

So even though it is European project it has connections with Thailand for example Singapore etc.

So I'm sure you can join some of the e-tweening groups.

Also an easy way to have contact with other CLIL professionals is by joining Facebook groups particularly.

There's one here that I'm suggesting.

It's actually the one I belong to so you can post questions, materials, worries and concerns.

I mean it's really really helpful and when there are publications or new videos about CLIL they also post them here so it's very interesting.

Well thank you again for listening.

As you know this is my email address in case you have questions or comments or maybe you would like to consult with me.

I have a number of references that I strongly recommend to check particularly this one which is a very interesting article about media theory and semiotics in terms of multiliteracies theory.

Thank you.