Assistant Professor Victor Lim Fei publishes three papers on multimodality and multiliteracies in the Journal of Linguistics and Education
Asst Prof Victor Lim Fei, from NIE’s English Language and Literature Academic Group (ELL), has published three papers on multimodality and multiliteracies in the Journal of Linguistics and Education.
The first journal article titled “Multimodality in the English language classroom: A systematic review of literature”, addresses the review gap of thematic issues related to multimodal pedagogies in the English language classrooms from 2010 to 2021. This was done by a qualitative thematic analysis of 98 articles published from 2010 to 2021 on multimodal pedagogies in the primary and second English language classrooms. The article discusses the five uncovered common themes in relation to the thematic findings of existing review studies with the same focus of multimodality in the English language classroom and proposes directions for future research. To read the full text, please approach Asst Prof Victor at victor.lim@nie.edu.sg.
The second journal article titled “"From the beginning, I think it was a stretch": Teachers' perceptions and practices in teaching multiliteracies”, examines five Secondary English Language teachers’ perceptions and practices of multiliteracies teaching in the context of a decade after multiliteracies was introduced into the English Language syllabus in Singapore. The findings and observations are as follows:
Teachers tend to associate multiliteracies to specific skills of viewing and representing with multimodal texts,
There was a collective sense of uncertainty from teachers towards their multiliteracies teaching,
For classroom practices, teachers tend to draw on students’ life-worlds only for language-learning rather than for multiliteracies learning and,
Assessment also influenced the classroom practices for multiliteracies learning, as the focus was typically constrained to what was tested in the national examinations
The third research report titled “Multiliteracies in the Singapore English Language classroom: Designing learning”, is a follow-up report (Phase 2) research activities and findings of the NIE/OER Educational Research Funding Programme and MOE CORE 3 project titled “Integrating Multiliteracies into the English Language Classroom”. The study adopts a design-based research approach which involved the team of researchers working closely with the teacher-participants in the co-design of lesson packages. The goal of design-based research is to develop contextually sensitive pedagogical practices and instructional strategies with a focus on the teacher participants’ professional learning and growth in the process.
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