Multimodality: New Approach to Literacy (Talking ELT S3 E1)

Summary

In this episode of 'Talking ELT', the discussion delves into the evolving dynamics of language teaching. The conversation explores the shift from convergent to divergent teaching approaches, where students are encouraged to generate varied responses instead of simply finding the 'right' answer. Teachers face challenges adapting to this more open-ended method, balancing the need for flexibility with the discomfort of uncertainty. The episode also touches on the added workload for teachers in assessing diverse student outputs, especially with new tasks like video submissions. Overall, the talk reflects on the complexities and opportunities in modern ELT practices.

Takeaways

• 😀 Multimodal literacy goes beyond traditional reading, writing, listening, and speaking to include visual, video, sound, and other communication modes.
• 😀 The integration of technology and multimedia in classrooms has evolved, with increasing recognition of their educational value.
• 😀 Video and other media have become important tools for engaging students and facilitating active learning in language teaching.
• 😀 Teachers are often hesitant about incorporating multimedia into lessons, partly due to unfamiliarity with the technology and concerns about time constraints.
• 😀 The shift towards helping students create multimedia content rather than just consuming it marks a significant change in teaching practices.
• 😀 Teachers need to adjust their assessment methods to accommodate the open-ended nature of multimedia tasks, which can be more time-consuming and unpredictable.
• 😀 There is a need for teachers to adapt to a more flexible teaching style, where there may not be a 'right' answer and outcomes are less predictable.
• 😀 The shift from a convergent to a divergent approach in teaching has led to challenges, as teachers must embrace uncertainty in student responses.
• 😀 Although some teachers have concerns about the increased workload of marking multimedia tasks, there are significant benefits in student engagement and learning.
• 😀 The conversation highlights the value of open-ended tasks in fostering creativity, even if they pose challenges for both students and teachers.

Q & A

What does the speaker mean by 'passive understanding' of English?

The speaker refers to 'passive understanding' as the ability of students to comprehend English, even if they may not actively speak or engage with it. These students tend to understand more than they can express verbally.

How does the speaker describe the shift in teaching philosophy regarding student answers?

The speaker mentions a shift from teaching students to converge on a single, correct answer to fostering open-endedness and divergence, where there isn't necessarily a 'right' answer. This shift encourages creativity and exploration, but it also introduces uncertainty for teachers.

Why do some teachers feel uncomfortable with the new approach to teaching?

Some teachers feel uncomfortable with the new approach because it involves uncertainty. Teachers are unsure of what answers or outcomes to expect from students, which is different from traditional teaching methods where answers are predictable.

What challenges are teachers facing with the open-ended teaching approach?

Teachers face the challenge of not knowing what students will come up with, which can make assessment difficult. Teachers may also be uncomfortable with the time and effort required to adjust to this new approach, as it can involve a more complex style of evaluation and a higher workload.

How does the new teaching method impact teachers' marking styles?

The new teaching method requires teachers to adapt their marking styles because students' responses can be more varied and unpredictable. Teachers need to be flexible in assessing a wider range of possible outcomes, which takes more time and effort.

What are the potential risks for teachers when students produce unexpected outcomes?

The risks include students producing work that deviates from the expected path, which could lead to challenges in assessment or classroom management. Teachers might feel unprepared or unsure of how to handle these unexpected situations.

Why is it said that teachers need to be 'careful' with this new teaching method?

Teachers need to be careful because, while the new method promotes creativity, it also increases the risk of students producing work that is difficult to assess or manage. There is also the concern that teachers may not always be equipped with the right tools to handle this shift.

What does the speaker mean by 'having to watch 20-30 videos and assess them'?

This refers to the increased workload for teachers, who might need to evaluate more extensive or complex student work, such as videos, instead of just written tasks. Watching and assessing such materials requires a significant amount of time and effort.

What role does 'open-endedness' play in the new teaching approach?

Open-endedness encourages students to explore various answers and solutions, fostering critical thinking and creativity. However, it also adds a layer of uncertainty, as teachers cannot predict the outcomes or responses from students.

What practical resources does the speaker suggest for teachers interested in this new approach?

The speaker suggests downloading a position paper, which provides practical resources and advice on the topic of open-ended teaching and assessment, offering further insights into how to navigate the shift in educational practices.