Arab World English Journal (AWEJ) Special Issue on CALL Number 7. July 2021 Pp.178 189
DOI: https://dx.doi.org/10.24093/awej/call7.13
Multimodality and Digital Narrative in Teaching a Foreign Language
Svitlana Fedorenko
Department of Theory, Practice and Translation of the English Language,
Faculty of Linguistics, National Technical University of Ukraine
“Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine
Corresponding Author: 4me@ukr.net
Iryna Voloshchuk
Department of Theory, Practice and Translation of the English Language,
Faculty of Linguistics, National Technical University of Ukraine
“Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine
Yuliia Sharanova
Department of Theory, Practice and Translation of the English Language,
Faculty of Linguistics, National Technical University of Ukraine
“Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine
Nataliia Glinka
Department of Theory, Practice and Translation of the English Language,
Faculty of Linguistics, National Technical University of Ukraine
“Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine
Kateryna Zhurba
Laboratory of moral, civic and intercultural education,
Institute of Problems on Education,
National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine
Received: 3/28/2021 Accepted: 7/1/2021 Published: 7/26/2021
Abstract:
The article focuses on the authors’ pedagogical experience of exploiting digital narratives in a foreign language education at a modern university (on the basis of National Technical University of Ukraine “KPI” named after Igor Sikorsky). The study aims to consider multimodality in terms of foreign language didactics. It was designed by the constructivism theory and narratology in terms of teaching a foreign language. The research exploited the set of theoretical methods: analyzing, summarizing, and interpreting scholarly sources on the issue under scrutiny; generalization and conceptualization of the authors’ pedagogical experience. Applying those methods in coherence logic enabled the effective study and interpretation of the concepts of “narrative” and “digital narrative” in their interrelations. In the study, the narrative is viewed as a sociocultural tool that provides students with deeper self-understanding, and complements the communicative system of foreign language acquisition with metacognition and values of life meaning. The digital narrative as a form of expression, empowered and determined by digital technologies incorporates multimodal communication and narrative as a cognitive unity. The authors have stated that multimodality, grounded on information technologies, is introducing entirely new semiotic resources into the communicative environment of foreign language learning. It is also generating innovative ways and forms of oral and written interaction. Multimodal learning activities illustrating the specifics of creating digital narratives by learners of English as a foreign language, are highlighted. The significance of the study lies in the fact that the ongoing COVID-19 pandemic is unquestionably a rather fertile condition for active implementing digital technologies into foreign language education, and developing different multimodal learning activities in this area
Keywords: digital competence, digital narrative, multimodality, multimodal learning activity, narrative, teaching a foreign language.
Cite as: Fedorenko, S., Voloshchuk, I., Sharanova, Y., Glinka, N., & Zhurba, K. (2021). Multimodality and Digital Narrative in Teaching a Foreign Language. Arab World English Journal (AWEJ) Special Issue on CALL (7)178 189.
DOI: https://dx.doi.org/10.24093/awej/call7.13
References
Aljohani, M. (2017). Principles of “Constructivism” in Foreign Language Teaching. Journal of Literature and Art Studies, 7(1), 97-107. https://doi.org/10.17265/2159-5836/2017.01.013
Bateman, J. (2018). Peircean Semiotics and Multimodality: Towards a New Synthesis. Multimodal Communication, 7(1). https://doi.org/10.1515/mc-2017-0021
Baudrillard, J. (1998). The consumer society: myths and structures. London: SAGE.
Bergmann, J., & Luckmann, T. (1995). Reconstructive Genres of Everyday Communication. In U. Quasthoff (Ed.), Aspects of Oral Communication (pp. 289-304). De Gruyter. https://doi.org/10.1515/9783110879032.289
Boethel, M., & Dimock, K. V. (2000). Constructing Knowledge with Technology. Austin, Texas: Southwest Educational Development Laboratory.
Bruner, J. (1986). Two Modes of Thought, Actual Minds, Possible Worlds. London: Harvard University Press.
Bruner, J. (1991). Self-making and World-making. Journal of Aesthetic Education, 25(1), 67-78.
Bruner, J. (1996). The Culture of Education. London: Harvard University Press.
Derrida, J. (1978). Writing and difference. Chicago: University of Chicago Press.
Dieterle, B., & Vie, S. (2015). Digital First-Year Composition: Integrating Multimodality into Writing about Writing Approach. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 3(1), 276-289.
Dressman, M. (2019). Multimodality and Language Learning. In Dressman, M., & Sadler, R. W. (eds.), The Handbook of Informal Language Learning (pp. 39-56). Wiley-Blackwell.
Farías, M. (2011). Engaging multimodal learning and second / foreign language education in dialogue. Trabalhos de Linguistica Aplicada, 50(1), 133-151.
Fedorenko, S. (2015). Arts Integration in Shaping Liberal Culture of Undergraduate Students in the USA. Art and Education, 4(78), 51-55.
Fedorenko, S. (2019). Experience of Developing Students’ Multimodal Literacy in the Digital learning Environment of Higher Education Institutions. Information Technologies and Learning Tools, 69(1). 12-20. https://doi.org/10.33407/itlt.v69i1.2405
Fox, R. (2001). Constructivism Examined. Oxford Review of Education, 27(1), 23-35.
Fulwiler, M. & Middleton, K. (2012). After Digital Storytelling: Video Composing in the New Media Age. Computers and Composition, 29(1), 39-50.
Gergen, K. J. (1998). Narrative, Moral Identity and Historical Consciousness: A Social Constructionist Account. In Straub, J. (ed.), Identität und Historisches Bewusstsein (pp. 99-119). Frankfurt: Suhrkamp.
Gibson, M. A., & Larson, M. A. (2007). Visual Arts and Academic Achievement. Journal for Learning through the Arts, 3(1), 2-32.
Hall, S. (2003). Representation: cultural representation and signifying practices. London: SAGE Publications; Thousand Oaks: The Open University.
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications. What works for special-needs learners. Wakefield, MA: Guilford.
Herman, D. (2002). Story Logic: Problems and Possibilities of Narrative. Lincoln, Nebraska: University of Nebraska Press.
Herman, D. (2003). Stories as a tool for thinking. In Herman, D. (ed.), CSLI lecture notes. Narrative theory and the cognitive sciences (pp. 163-192). Center for the Study of Language and Information.
Herman, D. (2007). Storytelling and the Sciences of Mind: Cognitive Narratology, Discursive Psychology, and Narratives in Face-to-Face Interaction. Narrative, 15(3), 306-334. https://doi.org/10.1353/nar.2007.0023
Hoffman, D. D. (2010). Sensory Experiences as Cryptic Symbols of a Multimodal User Interface. Act Nerv Super, 52(3), 95-104. https://doi.org/10.1007/BF03379572
Jewitt, C., & Kress, G. (2003). A multimodal approach to research in education. In S. Goodman, T. Lillis, J., Maybin, & N. Mercer, (eds.), Language, literacy and education: a reader (pp. 277-292). Stoke-on-Trent: Trentham Books in association with the Open University.
Kasch, H. (2018). New Multimodal Designs for Foreign Language Learning. Learning Tech. , 28-59. https://doi.org/10.7146/lt.v4i5.111561
Keeley, B. L. (2002). Making sense of the senses: individuating modalities in humans and other animals. The Journal of Philosophy, 99(1), 5-28.
Koenitz, H. (2015). Towards a Specific Theory of Interactive Digital Narrative. In H.Koenitz, G.Ferri, , M Haahr,., D.Sezen, , & T. I Sezen,. (eds.), Interactive Digital Narrative (pp. 91-105). Routledge, New York (2015).
Kress, G. (2003). Literacy in the new media age. London: Routledge.
Labov, W. & Waletzky, J. (1966). Narrative Analysis: Oral Versions of Personal Experience. In J. Helm, (ed.), Essays on the Verbal and Visual Arts: Proceedings of the American Ethnological Society (pp. 12-44). Seattle: University of Washington Press.
Matthen, M. (2005). Seeing, Doing, and Knowing: A Philosophical Theory of Sense Perception. Oxford University Press.
Moon, S.,. (2013). Releasing the Social Imagination: Art, the Aesthetic Experience, and Citizenship in Education. Creative Education, 14(3), 223-233.
Polkinghorne, D. P. (1988). Narrative Knowing and the Human Sciences. Albany: State University of New York Press.
Prior, P. A. (2009). From Speech Genres to Mediated Multimodal Genre Systems: Bakhtin, Voloshinov, and the Question of Writing. In Bazerman, C., Bonini, A., & D.Figueiredo, (eds.), Genre in a Changing Worl (pp. 17-34). WAC Clearinghouse & Parlor Press.
Richardson, V. (2003). Constructivist Pedagogy. Teachers College Record, 105(9), 1623-1640.
Schunk, D. H. (2004). Learning Theories: An Educational Perspective. Upper Saddle River, N.J.: Pearson Prentice Hall.
Woolhouse, C. (2017). Multimodal life history narrative: Embodied identity, discursive transitions and uncomfortable silences. Narrative Inquiry, 27(1), 109-131.
Yang, D. Y. (2012). Multimodal composing in digital storytelling. Computers and Composition, 29(3), 221-238.
Zuengler, J., & Miller, E. (2006). Cognitive and Sociocultural Perspectives: Two Parallel SLA Worlds? TESOL Quarterly, 40(1), 35-58. https://doi.org/10.2307/40264510