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Forskargruppa TELL – Text-based English Language Learning

TELL illustrasjon

TELL har som målsetjing å skaffe forskingsbasert kunnskap om skriftlege og multimodale tekstar brukte i undervisning og læring av engelsk som L2, og kunnskap om korleis lærarar, lærarstudentar og elevar brukar tekstar og utviklar tekstkompetanse i engelskfaget. I tillegg til interne møte og workshops arrangerer TELL opne gjeste- førelesingar og seminar med presentasjonar av forskingsprosjekt.

Den 22.-23. juni arrangeres det workshop for medlemmer av forskergruppen TELL i Bergen. Formålet er å diskutere og revidere tekstutkast til en antologi om bruk av multimodale tekster i læring og undervisning av engelsk. Forfattere fra fire kontinenter har meldt inn bidrag til antologien, og vi håper å møte så mange som mulig i Bergen i juni.

19. september 2019 arrangerte vi introduksjonsseminar for forskergruppen TELL ved Universitetet i Bergen. I den forbindelse holdt Senior Teaching Fellow Sophia Diamantopoulou fra Centre for Multimodal Research, University College London følgende gjesteforelesning: 

Multimodal Social Semiotics: Implications for teaching and learning in the English Classroom

How is a multimodal theory of communication relevant to teachers of English in their everyday practice?

This session offers an overview of the field of multimodal social semiotics as developed by Gunther Kress to account for the contemporary communication landscape, signaling new shifts of paradigm in our understanding of teaching and learning.

Drawing from research projects on teaching and learning in English classrooms, Sophia Diamantopoulou from UCL explores what is multimodal about the subject of English and what kind of questions multimodality asks of English as a school subject.

The session will attend to the implications of the new turn to multimodality for the way we conceptualize learning in the English classroom, design learning resources and facilitate classroom interaction. It will argue for a radical rethinking of a way we evaluate and access learning, shifting our attention to Kress’ notion of ‘recognition’ as a pedagogical tool in the English Classroom.  

Sophia Diamantopoulou is Senior Teaching Fellow at the UCL Institute of Education and has previously worked as a teacher across a number of learning sites, including Teaching English as a Second Language. She was worked on various educational research projects and has designed the action research project for the Tate Ideas Factory project entailing an integrated approach to learning English across learning sites (https://www.tate.org.uk/download/file/fid/46403). She is a member of the Centre for Multimodal Research and the organizer of the Visual and Multimodal Research Forum. Her research interests lie in the fields of visual communication, discourse analysis of learning resources, museum education and embodied learning.

https://iris.ucl.ac.uk/iris/browse/profile?upi=SDIAM12

https://multimodalforum.wordpress.com/