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The study then evaluates curriculum support for recognizing multimodal meaning-making as learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/multimodality-in-language-education-implications-for-teaching-research/601029/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/multimodality-in-language-education-implications-for-teaching-research/601029.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the article’s main aim?","Question",{"text":63,"@type":64},"It discusses how multimodal approaches to meaning-making can contribute to language education and how multimodal meaning-making is supported in Swedish curricula.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What material does the article analyze?",{"text":68,"@type":64},"It analyzes contemporary communication and two poems from a multimodal perspective, using an example from a poetry assignment and students’ solutions in Swedish as a first language context.",{"name":70,"@type":61,"acceptedAnswer":71},"Why do the authors connect multimodality to digitalization?",{"text":72,"@type":64},"In contemporary communication, digital technology enables combining resources and modalities, changing how meanings are made and mediated, which challenges traditional, paper-based classroom practices.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601029,1792189488,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Magnusson, P., & Godhe, A.-L. (2019). Multimodality in Language Education – Implications for Teaching. Designs for Learning, 11(1), 127–137. DOI: [https://doi.org/10.16993/dfl.127](https://doi.org/10.16993/dfl.127)  \n\n| RESEARCH\u003Cbr>Multimodality in Language Education – Implications for Teaching\u003Cbr>Petra Magnusson* and Anna-Lena Godhe† |\n| --- |\n| The aim of this article is to discuss how a multimodal approach to meaning-making can contribute to language education and how multimodal meaning-making is supported in the Swedish curricula. Considering the rapid digitalization of contemporary communication, the aim and content of language education has been challenged. The article describes contemporary communication and meaning-making from a sociosemiotic, multimodal approach. Based on an example from a poetry assignment and students’ solutions ina Swedish as a first language framework, we want to discuss the possibilities and challenges for meaningmaking and teaching, while opening up the subject of Swedish for multimodality. Two poems are viewed from a multimodal perspective showing the usage of different modes and media. Based on this the article investigates the support in the curricula for multimodal meaning-making. The article concludes by stressing the importance of recognizing multimodal meaning-making as learning in language education. |\n| Keywords: multimodality; digitalization; meaning-making; meaning-offering; learning; curriculum |\n\nIntroduction and Background  \nCreating multimodal compositions has become an everyday practice due to the increased use of digital technology that enables the combining of resources and makes it easier than ever to make meaning using a wide range of modalities and media. As Kress (2003) points out, technology development puts meaning-making in a new light. Using various modes to create meaning and mediate it using digital devices affect the nature of what is communicated (cf. Lemke, 2006). Today’s young people are keen users of these possibilities (e.g., Statens Medieråd, 2017), mostly in informal settings in which they read and create texts that are often a combination of writing, pictures, moving images, and sound, mediated through digital devices such as computers and mobile phones. However, formal settings, such as schools, often cling to traditional ways of making meaning through written, paper-based texts (e.g., Kress, 2010) . Together with other societal changes, such as increased flexibility in the labour market, globalisation, individualisation, and increasingly multicultural societies (New London Group, 2000, Kalantzisand Cope, 2012), contemporary meaning-making affects teaching, learning, and education. This article aims to discuss how a multimodal social-semiotic approach to meaning-making can contribute to language education. The discussion builds on the analysis of the poetic designs  \n* Faculty of Teacher Education, Kristianstad University, SE  \n† Department of Culture, Languages and Media, Malmö University, SE  \nCorresponding author: Petra Magnusson ([petra.magnusson@hkr.se](petra.magnusson@hkr.se))  \ncreated by two students in upper secondary school. The analytical focus is informed by multimodal social-semiotic theory, and the research question concerns how meaning in poetic designs can be interpreted when using a multimodal socio-semiotic approach.  \nDespite the changing conditions for meaning-making, verbal communication in the form of traditional reading and writing are still necessary skills. They are crucial in society for people to take an active part in democratic processes and citizenship. To acknowledge how young people experience contemporary meaning-making, while also supporting their reading and writing development, is a challenge for all teachers, particularly language teachers. In a conference proceeding (Godhe and Magnusson, 2017), we have previously discussed the challenges that face language education due to changes in the communicational landscape. In thi","cbCaijyR6AXxugGD","https://ap.wps.com/l/cbCaijyR6AXxugGD","pdf",2777981,11,"English","# Introduction and Background\n## Multimodal meaning-making in everyday and formal settings\n## Sociosemiotic perspectives and curricular support\n## Research focus and implications for teaching","[{\"question\":\"What is the article’s main aim?\",\"answer\":\"It discusses how multimodal approaches to meaning-making can contribute to language education and how multimodal meaning-making is supported in Swedish curricula.\"},{\"question\":\"What material does the article analyze?\",\"answer\":\"It analyzes contemporary communication and two poems from a multimodal perspective, using an example from a poetry assignment and students’ solutions in Swedish as a first language context.\"},{\"question\":\"Why do the authors connect multimodality to digitalization?\",\"answer\":\"In contemporary communication, digital technology enables combining resources and modalities, changing how meanings are made and mediated, which challenges traditional, paper-based classroom practices.\"}]","Multimodality in Language Education - Implications for Teaching - Research | PDF",1792091839,28]