Abstract
This article explores the role of critical framing in selecting and using multimodal texts in an English as a Foreign Language classroom to engage students in the larger world and shed light on human experiences and contemporary global issues. Specifically, we invite educators to explore language and literacy practices using multimodal texts that can provide opportunities to examine implicit and explicit biases and power relations in the portrayal of global and cultural issues. We ground this discussion of cultural responsiveness in addressing pertinent contemporary issues using multimodal texts in critical literacy and multimodal semiotics within an English as a Foreign Language classroom context.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
