Abstract
This research aims to discuss the relevance of multimodality (KRESS, 2003, 2010) in the expansion of argumentation (LIBERALI, 2013, 2016) in written multimodal essays on the Language Arts Undergraduate course. This implies investigating the relevance and contribution which the Pedagogy of Multiliteracies (COPE & KALANTZIS, 2009), focusing on the multimodality of texts, can bring to the teaching of foreign languages in an academic context. This discussion emerges from a concern about the gap between language practice in academic contexts and the real use of language in Recent Modernity (MOITA LOPES, 2006, 2013); since it does not disassociate theory and practice, and relates to English as a Foreign Language learning and teaching contexts, our study belongs within the scope of Applied Linguistics (CELANI, 2009; MOITA LOPES, 2006, 2013; RAJAGOPALAN, 2006, 2013; DAMIANOVIC, 2005). It is based on a project which took place at UFPE, on the Language Arts Undergraduate course conducted by the research group LIGUE/CNPq (languages, school and teaching) focused on uniting pedagogical practices and the real needs of current times students. The focal data is based on a project carried out by students of English VI on the Language Arts Undergraduate course exploring the Pedagogy of Multiliteracies, focusing on multimodality. For the data analysis we focus on the argumentative expansion that occurred throughout the three versions of this focal Multimodal Essay, using some of the enunciative, discursive and linguistic aspects of the argumentative language (LIBERALI, 2013) as guiding elements. Results show that there was argumentative expansion in written language due to the use of multimodal support by the students in their texts. Moreover, we believe that the intertwining of argumentation and multimodality studies as well as its use in current English teaching methodologies might help to reduce the gap between the English language classroom and the real linguistic demands of its students.
Highlights
Grupo Nova Londres Linguística Aplicada Língua Inglesa Licenciatura Linguagem, Línguas, Escola e Ensino
This implies investigating the relevance and contribution which the Pedagogy of Multiliteracies (COPE & KALANTZIS, 2009), focusing on the multimodality of texts, can bring to the teaching of foreign languages in an academic context. This discussion emerges from a concern about the gap between language practice in academic contexts and the real use of language in Recent Modernity (MOITA LOPES, 2006, 2013); since it does not disassociate theory and practice, and relates to English as a Foreign Language learning and teaching contexts, our study belongs within the scope of Applied Linguistics (CELANI, 2009; MOITA LOPES, 2006, 2013; RAJAGOPALAN, 2006, 2013; DAMIANOVIC, 2005)
It is based on a project which took place at Universidade Federal de Pernambuco (UFPE), on the Language Arts Undergraduate course conducted by the research group LIGUE/CNPq focused on uniting pedagogical practices and the real needs of current times students
Summary
Como já foi mencionado na análise de dados dos textos do Aluno 1, era necessário que os participantes da pesquisa iniciassem o texto expondo seu argumento e dando-lhe um suporte em seguida. Além de apresentar um link de navegação para uma página da Wikipedia, onde podemos encontrar mais informações sobre a autora, o Aluno 2 explica que Even Beatrice Hall é a autora da biografia do escritor, filósofo e pensador Voltaire (The friends of Voltaire), famoso por suas ideias acerca do Iluminismo. Ao desenvolver o seu argumento, fica evidente a tentativa de proporcionar ao leitor a oportunidade de ir além da simples menção de exemplos de manifestações do tema Liberdade de Expressão. A lista de exemplos dispostos pelo Aluno 2 conta com links que fazem o leitor navegar para páginas na internet nas quais os exemplos citados podem ser explicados por meio de vídeos e textos descritivos. Os demais parágrafos dessa versão do texto exemplificam claramente a tentativa do Aluno 2 em desenvolver e navegar profundamente no tema por meio do uso de recursos multimodais. O texto já apresenta, em sua versão inicial, grande densidade argumentativa, proporcionando ao leitor a oportunidade de se mover em várias camadas e diferentes direções na busca de mais informações sobre o conteúdo apresentado
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