ACADEMIC JOURNAL OF EDUCATIONAL RESEARCH AND MANAGEMENT (AJERM)
Unveiling the Power of Multi-modality in Literacy Learning: Navigating Literacy Education in Chinese Cultural Contexts
E-ISSN: 2390-4383
P-ISSN: 1330-3473
DOI: https://iigdpublishers.com/article/1614
This reflective article integrates the personal experiences of Chinese English learners with the academic framework of social semiotics, following the analysis of the multimodal text utilised in literacy instruction by Jeff Bezemer and Kate Cowan in "Reading Exploration in Social Semiotics: Theory and Methodology" (2021). It highlights the efficacy of multimodal resources, such as animations and games, in enhancing second language acquisition, while contrasting traditional text-based Chinese teaching methods with modern digital ones. This analysis underscores the pedagogical importance of multimodality in fostering engagement, inclusivity, and critical literacy abilities, while also addressing challenges such as the digital divide. Conclusion: It is recommended that the course include various methodologies to provide learners with contemporary communication abilities.
Wenqian Huang
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