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Using observations from a Year 10 classroom in Norway working with The Absolutely True Diary of a Part-Time Indian, it presents a four-week teaching sequence focused on how different modes shape literacy events designed by the educator and how students make meaning over time.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-design-oriented-analysis-of-multimodality-in-english-as-a-foreign-language-read-online-free/601024/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-design-oriented-analysis-of-multimodality-in-english-as-a-foreign-language-read-online-free/601024.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article investigate about multimodality in EFL?","Question",{"text":112,"@type":113},"It investigates multimodality through how multimodal texts function as artefacts and pedagogical resources, and through analysis of multimodal learning designs and meaning-making.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What classroom context and materials are used in the study?",{"text":117,"@type":113},"The study draws observations from a Year 10 classroom in Norway that worked with The Absolutely True Diary of a Part-Time Indian.",{"name":119,"@type":110,"acceptedAnswer":120},"How are multimodal learning designs analyzed in the study?",{"text":121,"@type":113},"The article examines a four-week teaching sequence by asking how different modes are involved in the educator’s literacy-event designs and how multimodality appears in students’ meaning making.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601024,1792091828,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Jakobsen, I. K., and Tønnessen, E. S. (2018). A Design-Oriented Analysis of Multimodality in English as a Foreign Language. Designs for Learning, 10(1),40–52, DOI: [http://dx.doi.org/10.16993/dfl.89](http://dx.doi.org/10.16993/dfl.89)  \n\n| RESEARCH\u003Cbr>A Design-Oriented Analysis of Multimodality in English as a Foreign Language\u003Cbr>Ingrid Karoline Jakobsen* and Elise Seip Tønnessen† |\n| --- |\n| This empirical article investigates multimodality in English as a foreign language, both as seen in the use of multimodal texts as artefacts and pedagogical texts for learning, and through an analysis of the multimodal learning designs. We present observations from a year 10 classroom in Norway that worked with the novel The Absolutely True Diary of a Part-Time Indian (Alexie, 2007). We explore a four-week teaching sequence, asking how different modes were involved when the educator designed literacy events around the novel, and how multimodality is present in the students’ meaning making. Our aim is to make explicit and discuss some of the silent literacy practices in English teaching at lower secondary level in Norwegian schools. |\n| Keywords: English; EFL; multimodal texts; learning design; multimodal literacy; timescales |\n\nIntroduction and Background  \nThis article takes its starting point in the joint understanding, of multimodal social semiotics and design-oriented didactics, that learning can be understood as a social, meaning-making process. This entails modes other than written and spoken language playing important roles in students’ learning in school, even in language learning. The ‘multimodal turn’, in which attention is focused on the interplay between modes, opens up new ways of understanding the designs of classroom activity (Kress, 2003; Kress and van Leeuwen, 2006; Mills, 2010) . These phenomena are not new, but our ways of thinking about them are changing or ‘turning’ (Jewitt, 2014a, pp. 3–4) towards giving attention to modes beyond verbal language.  \nEnglish as a school subject has a tradition of using visual modes in both first language teaching (Jewitt, 2014a) and second language teaching (Jakobsen, 2015; Skjelbred et al., 2017) . Previous research has shown an increase in the use of images in textbooks (Bezemer and Kress, 2009) . Furthermore, over recent decades, the written page has developed from a verbal to a visual unit (Baldry and Thibault, 2006; Bezemer and Kress, 2010) . The visually organized one-spread layout in textbooks demandsan active reader to create coherence and reading paths (Bezemer and Kress, 2009) . English taught as a foreign language (EFL) or second language (L2/ESL) in Norway (where the two terms tend to be used interchangeably  \n* UiT The Arctic University of Norway, NO † University of Agder, NO Corresponding author: Ingrid K. Jakobsen ([ingrid.jakobsen@uit.no](ingrid.jakobsen@uit.no))  \n(see e.g. Røkenes, 2016)), has a long tradition of using multimodal resources and activities for learning, ranging from textbooks to film, music and drama (Maagerø and Simonsen, 2006; Scott and Ytreberg, 1990; Simensen, 2007) . Multimodality is thus inherent in the English subject in Norway, though not an explicit part of the English subject curriculum.  \nOver the past decade, multimodality as a concept has been gradually introduced into curricula in several countries, most notably in Australia (Unsworth, 2014; Walsh, 2010), the UK (Matthewman, Blight, and Davies, 2004), and the Scandinavian countries (Christensen, 2016; Løvland, 2006; Tønnessen, 2010), and, importantly, in themother tongue or first language subject (L1). Norway was the first Scandinavian country to introduce multimodal texts into school curricula in 2006, with Sweden and Denmark following in 2011 and 2014, respectively, according to Christensen (2016) .  \nMuch of the research on English and multimodality in school takes place in environments where English is the majority language (e.g. Jewitt, 2006; Kress et al., 2005; Rowsell & Walsh, 2011)","cbCaikcrJIZrGD7p","https://ap.wps.com/l/cbCaikcrJIZrGD7p","pdf",885624,13,"English","# Introduction and Background\n## Theory and Analytical Lenses","[{\"question\":\"What does the article investigate about multimodality in EFL?\",\"answer\":\"It investigates multimodality through how multimodal texts function as artefacts and pedagogical resources, and through analysis of multimodal learning designs and meaning-making.\"},{\"question\":\"What classroom context and materials are used in the study?\",\"answer\":\"The study draws observations from a Year 10 classroom in Norway that worked with The Absolutely True Diary of a Part-Time Indian.\"},{\"question\":\"How are multimodal learning designs analyzed in the study?\",\"answer\":\"The article examines a four-week teaching sequence by asking how different modes are involved in the educator’s literacy-event designs and how multimodality appears in students’ meaning making.\"}]","A Design-Oriented Analysis of Multimodality in English as a Foreign Language - read online free | PDF",33]