MULTIMODALITY INTO THE EFL CONTEXT: FROM THEORY TO PRACTICE

MULTIMODALIDADE NO CONTEXTO DE ILE: DA TEORIA À PRÁTICA

Abstract

Among the many facets of human communication, multimodality seems to have become fundamental in the past few years. The arrival of the internet and different technological tools has brought new possibilities for the use of multimodal activities in foreign language classes, these becoming pedagogical resources that foster the processes of teaching and learning a foreign language in different ways. In this vein, studies on Computer Assisted Language Learning (CALL) have been providing teachers and learners of English as a foreign language with opportunities to experience the creation of digital stories, these being multimodal activities that have the potential to promote foreign language learning (CASTAÑEDA, 2013; TREVISOL, 2019). With this in mind, the present article is aimed at discussing the construct of multimodality within the context of English as a foreign language (EFL) by reflecting on its relevance for language learners and teachers, as well as focusing on the multimodal character and nature of digital storytelling activities in the EFL classroom. By discussing, reviewing, and drawing parallels among some studies in the area of multimodality, the present piece of study suggests that the benefits of making use of digital stories within EFL contexts may go beyond the development of the target language at issue, allowing students to improve some other relevant skills – such as video making, video editing, critical thinking, interpersonal and collaborative learning, and so on –  that may be fostered through learners’ engagement in multimodal tasks of digital story creation.