Learning and teaching English experiences in higher education within a multimodality and critical literacy approach

Authors

  • William Mineo Tagata Universidade Federal de Uberlandia

DOI:

https://doi.org/10.5380/rvx.v1i1.2011.24386

Keywords:

multimodality, critical literacy, visuality, hybridity, reflexivity.

Abstract

This paper aims to discuss questions of critical literacy and multiliteracies based on my experience as an English teacher in a Brazilian university. This experience has led to a reflection about the importance of visuality and its relation to verbal language, not only in the context of the Western culture in which I am embedded, but also in the context of a Brazilian indigenous culture. In the end, I advocate the importance of critical literacy for language education, in order to make students aware of the hybrid and multimodal character of language, as well as its ethical implications.  

Author Biography

William Mineo Tagata, Universidade Federal de Uberlandia

Núcleo de Línguas e Literaturas Estrangeiras

Instituto de Letras e Linguística

Universidade Federal de Uberlândia

Novos Letramentos, Multiletramentos e o Ensino de Línguas Estrangeiras

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Published

2011-11-15

How to Cite

Tagata, W. M. (2011). Learning and teaching English experiences in higher education within a multimodality and critical literacy approach. Revista X, 1(1.2011). https://doi.org/10.5380/rvx.v1i1.2011.24386

Issue

Vol. 1 No. 1.2011: Letramento Crítico e Multiletramentos

Section

Artigos Especiais

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