The Teaching of Visual Literacy in Initial English Language Teacher Education

Autores
Cad, Ana Cecilia
Año de publicación
2020
Idioma
inglés
Tipo de recurso
tesis de maestría
Estado
versión publicada
Colaborador/a o director/a de tesis
Liruso, Susana María
Descripción
Fil: Cad, Ana Cecilia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
The pressure on teacher education to prepare student teachers to bridge the gap between the traditional literacy and multiliteracies/multimodality has intensified in the last years. Student teachers need to acquire richer and more complex learning experiences, they need to be aware that language is not the only or, sometimes, the predominant mode of communication (Early, Kendrick & Potts, 2015). Thus, this study attempts to integrate the teaching of visual literacy within an Initial English Language Teacher Education (IELTE) programme to help expand student teachers communicative potential in the foreign language classroom. Currently, student teachers ́ literacy instruction favors the interpretation of the verbal mode; however, to promote literacy skills in this century, literacy programmes should promote the reading and the understanding of meaning making signs of both the verbal and visual mode and their relationship with the structural components of a narrative text (Painter, 2012). In the Argentinian context, there are studies that explore the teaching of visual literacy to student teachers ́ but none of the works focuses on the teaching of visual literacy within an IELTE programme. This study will explore how the explicit teaching of visual literacy can enhance student-teachers ́ communication skills in the second language. This case study involves twelve student teachers from the third year of an IELTE programme, a teacher observer and the researcher herself. To triangulate data, different data collecting tools were employed: a) pretest and posttest; b) classroom observation; c) document analysis, and d) interviews to students. The analysis of the data was of an interpretative nature supported by statistical data. Research findings, pedagogical implications and suggestions for further research are presented in the last chapters.
Fil: Cad, Ana Cecilia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Materia
Visual literacy
Enseñanza de Lenguas Extranjeras
Lengua Inglesa
Education
Initial English Language Teacher Education
IELTE
Nivel de accesibilidad
acceso abierto
Condiciones de uso
Repositorio
Repositorio Digital Universitario (UNC)
Institución
Universidad Nacional de Córdoba
OAI Identificador
oai:rdu.unc.edu.ar:11086/17512

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repository_id_str 2572
network_name_str Repositorio Digital Universitario (UNC)
spelling The Teaching of Visual Literacy in Initial English Language Teacher EducationCad, Ana CeciliaVisual literacyEnseñanza de Lenguas ExtranjerasLengua InglesaEducationInitial English Language Teacher EducationIELTEFil: Cad, Ana Cecilia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.The pressure on teacher education to prepare student teachers to bridge the gap between the traditional literacy and multiliteracies/multimodality has intensified in the last years. Student teachers need to acquire richer and more complex learning experiences, they need to be aware that language is not the only or, sometimes, the predominant mode of communication (Early, Kendrick & Potts, 2015). Thus, this study attempts to integrate the teaching of visual literacy within an Initial English Language Teacher Education (IELTE) programme to help expand student teachers communicative potential in the foreign language classroom. Currently, student teachers ́ literacy instruction favors the interpretation of the verbal mode; however, to promote literacy skills in this century, literacy programmes should promote the reading and the understanding of meaning making signs of both the verbal and visual mode and their relationship with the structural components of a narrative text (Painter, 2012). In the Argentinian context, there are studies that explore the teaching of visual literacy to student teachers ́ but none of the works focuses on the teaching of visual literacy within an IELTE programme. This study will explore how the explicit teaching of visual literacy can enhance student-teachers ́ communication skills in the second language. This case study involves twelve student teachers from the third year of an IELTE programme, a teacher observer and the researcher herself. To triangulate data, different data collecting tools were employed: a) pretest and posttest; b) classroom observation; c) document analysis, and d) interviews to students. The analysis of the data was of an interpretative nature supported by statistical data. Research findings, pedagogical implications and suggestions for further research are presented in the last chapters.Fil: Cad, Ana Cecilia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Liruso, Susana María2020info:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:ar-repo/semantics/tesisDeMaestriaapplication/pdfhttp://hdl.handle.net/11086/17512enginfo:eu-repo/semantics/openAccessreponame:Repositorio Digital Universitario (UNC)instname:Universidad Nacional de Córdobainstacron:UNC2025-09-04T12:34:06Zoai:rdu.unc.edu.ar:11086/17512Institucionalhttps://rdu.unc.edu.ar/Universidad públicaNo correspondehttp://rdu.unc.edu.ar/oai/snrdoca.unc@gmail.comArgentinaNo correspondeNo correspondeNo correspondeopendoar:25722025-09-04 12:34:06.816Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdobafalse
dc.title.none.fl_str_mv The Teaching of Visual Literacy in Initial English Language Teacher Education
title The Teaching of Visual Literacy in Initial English Language Teacher Education
spellingShingle The Teaching of Visual Literacy in Initial English Language Teacher Education
Cad, Ana Cecilia
Visual literacy
Enseñanza de Lenguas Extranjeras
Lengua Inglesa
Education
Initial English Language Teacher Education
IELTE
title_short The Teaching of Visual Literacy in Initial English Language Teacher Education
title_full The Teaching of Visual Literacy in Initial English Language Teacher Education
title_fullStr The Teaching of Visual Literacy in Initial English Language Teacher Education
title_full_unstemmed The Teaching of Visual Literacy in Initial English Language Teacher Education
title_sort The Teaching of Visual Literacy in Initial English Language Teacher Education
dc.creator.none.fl_str_mv Cad, Ana Cecilia
author Cad, Ana Cecilia
author_facet Cad, Ana Cecilia
author_role author
dc.contributor.none.fl_str_mv Liruso, Susana María
dc.subject.none.fl_str_mv Visual literacy
Enseñanza de Lenguas Extranjeras
Lengua Inglesa
Education
Initial English Language Teacher Education
IELTE
topic Visual literacy
Enseñanza de Lenguas Extranjeras
Lengua Inglesa
Education
Initial English Language Teacher Education
IELTE
dc.description.none.fl_txt_mv Fil: Cad, Ana Cecilia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
The pressure on teacher education to prepare student teachers to bridge the gap between the traditional literacy and multiliteracies/multimodality has intensified in the last years. Student teachers need to acquire richer and more complex learning experiences, they need to be aware that language is not the only or, sometimes, the predominant mode of communication (Early, Kendrick & Potts, 2015). Thus, this study attempts to integrate the teaching of visual literacy within an Initial English Language Teacher Education (IELTE) programme to help expand student teachers communicative potential in the foreign language classroom. Currently, student teachers ́ literacy instruction favors the interpretation of the verbal mode; however, to promote literacy skills in this century, literacy programmes should promote the reading and the understanding of meaning making signs of both the verbal and visual mode and their relationship with the structural components of a narrative text (Painter, 2012). In the Argentinian context, there are studies that explore the teaching of visual literacy to student teachers ́ but none of the works focuses on the teaching of visual literacy within an IELTE programme. This study will explore how the explicit teaching of visual literacy can enhance student-teachers ́ communication skills in the second language. This case study involves twelve student teachers from the third year of an IELTE programme, a teacher observer and the researcher herself. To triangulate data, different data collecting tools were employed: a) pretest and posttest; b) classroom observation; c) document analysis, and d) interviews to students. The analysis of the data was of an interpretative nature supported by statistical data. Research findings, pedagogical implications and suggestions for further research are presented in the last chapters.
Fil: Cad, Ana Cecilia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
description Fil: Cad, Ana Cecilia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
publishDate 2020
dc.date.none.fl_str_mv 2020
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dc.language.none.fl_str_mv eng
language eng
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reponame_str Repositorio Digital Universitario (UNC)
collection Repositorio Digital Universitario (UNC)
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