多模态
意义创造
意义(存在)
符号学
课程
语言学
语言习得
透视图(图形)
社会学
语言教育
教育学
计算机科学
心理学
人工智能
哲学
心理治疗师
作者
Petra Magnusson,Anna-Lena Godhe
摘要
The aim of this article is to discuss how a multimodal approach to meaning-making can contribute to language education and how multimodal meaning-making is supported in the Swedish curricula. Considering the rapid digitalization of contemporary communication, the aim and content of language education has been challenged. The article describes contemporary communication and meaning-making from a socio-semiotic, multimodal approach. Based on an example from a poetry assignment and students' solutions in a Swedish as a first language framework, we want to discuss the possibilities and challenges for meaning-making and teaching, while opening up the subject of Swedish for multimodality. Two poems are viewed from a multimodal perspective showing the usage of different modes and media. Based on this the article investigates the support in the curricula for multimodal meaning-making. The article concludes by stressing the importance of recognizing multimodal meaning-making as learning in language education.
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