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Multimodal Narrative Texts, Creativity, and English Teaching as a Foreign Language

Multimodal Narrative Texts, Creativity, and English Teaching as a Foreign Language

Elena Bañares-Marivela, Laura Rayón-Rumayor
Copyright: © 2019 |Pages: 21
ISBN13: 9781522569923|ISBN10: 1522569928|ISBN13 Softcover: 9781522587279|EISBN13: 9781522569930
DOI: 10.4018/978-1-5225-6992-3.ch005
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MLA

Bañares-Marivela, Elena, and Laura Rayón-Rumayor. "Multimodal Narrative Texts, Creativity, and English Teaching as a Foreign Language." Applied Psycholinguistics and Multilingual Cognition in Human Creativity, edited by Bryan Christiansen and Ekaterina Turkina, IGI Global, 2019, pp. 103-123. https://doi.org/10.4018/978-1-5225-6992-3.ch005

APA

Bañares-Marivela, E. & Rayón-Rumayor, L. (2019). Multimodal Narrative Texts, Creativity, and English Teaching as a Foreign Language. In B. Christiansen & E. Turkina (Eds.), Applied Psycholinguistics and Multilingual Cognition in Human Creativity (pp. 103-123). IGI Global. https://doi.org/10.4018/978-1-5225-6992-3.ch005

Chicago

Bañares-Marivela, Elena, and Laura Rayón-Rumayor. "Multimodal Narrative Texts, Creativity, and English Teaching as a Foreign Language." In Applied Psycholinguistics and Multilingual Cognition in Human Creativity, edited by Bryan Christiansen and Ekaterina Turkina, 103-123. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6992-3.ch005

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Abstract

The chapter explores a methodological approach where creativity is encouraged through the production of multimodal iPad-mediated narrative texts in the English as a foreign language classroom (EFL) in secondary education. The study, which is based on creativity of human language, evaluates the multimodal productions of a group of students of secondary education (Year 7) in Spain, who work with iPads (1:1 context) within a cooperative learning approach, and analyzes this learning experience from the students' point of view. The results show the impact multimodality has on the own students and on their way of working with the foreign language. The quality of their productions, not only regarding language but also as an act of creation, and the way they appropriate the different semiotic modes multimodality offers will also be examined. Finally, the authors suggest some guidelines to encourage multimodal production and creativity in the EFL secondary classroom and show examples which would help teachers and researchers to develop new didactic proposals at this stage.

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