The role of multimodal competence in ‘doing EMI lecturing’: Exploring the effectiveness of non-linguistic resources in EMI
From a micro multimodal-analytical perspective on EMI practices, this chapter examines a lecturer-students’ interaction in an engineering class at a Catalan university. This perspective assumes that, in a multilingual context where EMI has only recently been introduced, lecturers’ multimodal strateg...
| Autores: | , |
|---|---|
| Tipo de recurso: | capítulo de libro |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10459.1/466752 |
| Acceso en línea: | https://doi.org/10.4324/9781003205517-7 https://hdl.handle.net/10459.1/466752 |
| Access Level: | acceso abierto |
| Palabra clave: | EMI pedagogy Lecturer praxis Multimodal competence Interactive teaching |
| Sumario: | From a micro multimodal-analytical perspective on EMI practices, this chapter examines a lecturer-students’ interaction in an engineering class at a Catalan university. This perspective assumes that, in a multilingual context where EMI has only recently been introduced, lecturers’ multimodal strategies are key to assist students whose access to disciplinary knowledge may be hindered by their limited English-language competence. The analysis first documents how the lecturer complements her speech with gesture and gaze, showing that these are essential to support students’ cognitive processes. This unpacks how verbal and semiotic modes interplay to make information accessible when non-verbal communication is required to negotiate content. It then zooms into how the lecturer’s movement and use of classroom space (positionality) are crucial to achieve pedagogical functions such as allowing students waiting time for self-reflection to respond to a question-solving task. Thirdly, it argues that this multimodal episode is an instance of scaffolding of knowledge generation whereby the lecturer goes beyond her linguistic resources (English and shared local languages) and consciously manages to co-construct it with semiotic and kinesic strategies, accomplishing ‘doing education’ regardless of the students’ asymmetrical English-language abilities. This contributes to the exploration of lecturers’ ‘multimodal competence’ to foreground the relevance of interactive lecturing analysis resulting in effective EMI pedagogies. |
|---|