Introducing culture and critical thinking in the classroom: Analysing multimodal texts from NGOs in a Masters course
Please use this identifier to cite or link to this item:
http://hdl.handle.net/10045/41921
Title: | Introducing culture and critical thinking in the classroom: Analysing multimodal texts from NGOs in a Masters course |
---|---|
Authors: | Martínez Lirola, María | Ibáñez Castejón, Laura |
Research Group/s: | Análisis Crítico del Discurso Multimodal (ACDM) |
Center, Department or Service: | Universidad de Alicante. Departamento de Filología Inglesa |
Keywords: | Multimodality | Visual grammar | Interpersonal competencies | Critical thinking | NGOs | Multimodalidad | Gramática visual | Competencias interpersonales | Pensamiento crítico | ONG |
Knowledge Area: | Filología Inglesa |
Issue Date: | Nov-2014 |
Publisher: | Federación Argentina de Asociaciones de Profesores de Inglés (FAAPI) |
Citation: | Argentinian Journal of Applied Linguistics. 2014, 2(2): 5-22 |
Abstract: | The multimodal nature of present societies makes clear that teaching with authentic multimodal texts can contribute to bringing different cultural realities into the classroom. For this reason, it was decided to use texts published by Non-Governmental Organizations (NGOs) in order to teach visual grammar (Kress and van Leeuwen, 2006) in a Masters course in Spain. These texts were also selected because they are appropriate to teach cultural aspects, and raise awareness of the realities of poor countries; they may also foster the acquisition of interpersonal competencies. This paper offers textual analysis; this research will point out that teaching students to be critical with the discourse produced by NGOs is essential in order to unveil relationships of domination and power because discourse is always a powerful tool used to reproduce social reality. | La naturaleza multimodal de las sociedades actuales deja claro que el aprendizaje con auténticos textos multimodales contribuye a llevar a clase diferentes realidades culturales. En este sentido, se decidió usar textos publicados por Organizaciones No Gubernamentales (ONG) para enseñar gramática visual (Kress y van Leeuwen, 2006) en un máster. Estos textos han sido seleccionados porque eran apropiados para enseñar aspectos culturales y las realidades de los países pobres; éstos también permiten la adquisición de competencias interpersonales. En este artículo se señala que enseñar a los estudiantes a ser críticos con el discurso producido por las ONG es fundamental para desvelar las relaciones de dominación y poder, porque el discurso es siempre una poderosa herramienta utilizada para reproducir la realidad social. |
URI: | http://hdl.handle.net/10045/41921 |
ISSN: | 2314-3576 |
Language: | eng |
Type: | info:eu-repo/semantics/article |
Rights: | © 2014 AJAL |
Peer Review: | si |
Publisher version: | http://www.faapi.org.ar/ajal/issues/202/Lirola.html |
Appears in Collections: | INV - ACDM - Artículos de Revistas Institucional - IUIEG - Publicaciones |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
LirolaAJALVol2(2).pdf | 609,2 kB | Adobe PDF | Open Preview | |
Items in RUA are protected by copyright, with all rights reserved, unless otherwise indicated.