University of Bahrain
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Reading Multimodal Texts Through A Narrative Theory Framework

Show simple item record Chan, Caroline Chia, Alexius 2018-08-01T05:59:43Z 2018-08-01T05:59:43Z 2014
dc.identifier.issn 2210-1829
dc.description.abstract Narratives are traditionally associated with the printed word. On the other hand, when visuals are introduced in a classroom context, the printed word often tends to be left out of the discussion with most attention focused on the illustrations. For multiliteracy development and a deeper understanding and appreciation of multimodal texts, the reading of such texts could entail a process where learners ‘mirror’ print texts and illustrations simultaneously. This paper examines the changing landscape of literacy teaching and learning in ESL and EFL classrooms. It discusses the nature and key issues related to reading multimodal texts. It also introduces a binary-reading process in which multimodal texts can be analysed through a modified narrative theory framework. It defines the various components of the framework and demonstrates application, ultimately addressing the subject of what constitutes appropriate and effective literacy pedagogy for changing times. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject Multimodal texts
dc.subject Multiliteracy
dc.subject Literacy development
dc.subject Narrative theory framework
dc.title Reading Multimodal Texts Through A Narrative Theory Framework en_US
dc.type Article en_US
dc.volume 02
dc.issue 02
dc.source.title International Journal of Bilingual & Multilingual Teachers of English
dc.abbreviatedsourcetitle IJBMTE

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