Multimodal Discourse: Theory, research, and implications
for classroom practices
Linguistics, even in early times, has been viewed as a branch of semiotics. Multimodality, as an aspect to study social semiotics, is closely tied to modern linguistics (e.g., Halliday, 1978) and literacy practices (e.g., New London Group, 1996). Recently, the term “multimodality” also gained popularity in the field of second language studies. In this presentation, we will walk through the important key theories of semiotics, social semiotics, and multimodality. By reviewing the research of multimodality in second language studies, the presenter encourages the audience to brainstorm and discuss how research ideas can be transferred/applied to different contexts in Chinese teaching and learning. A Q&A session will follow at the end.
张樱，女，2013年获普渡大学博士学位，专业为课程与教学，主要研究方向为第二外语写作教学、认知阅读、多模态教学、师资培训。目前任美国匹兹堡罗伯特莫里斯大学助理教授，博士生导师。今年5月评选为3 Rivers TESOL副主席。