Vocabulary in urban contexts using multimodality

A pedagogical proposal

Authors

  • Camila Gonzalez Bravo York University

DOI:

https://doi.org/10.25071/2564-2855.28

Keywords:

language education, multimodality, vocabulary teaching, collaborative learning, technology-mediated language learning

Abstract

This is the presentation of a new pedagogical tool. The tool is an alternative to the usual presentation of vocabulary focusing on some key concepts: multimodality, theory of space, and collaborative learning. Considering that the study of foreign languages has the difficulty of studying cultural elements that are usually not present in the life of the students, this paper will propose an activity to study vocabulary in a contextualized space. The objective is to understand social spaces through discovering lexical items in a natural environment, using the observation and description of urban photographs, which represents a change to the traditional way of presenting vocabulary. Through a collective and technology mediated process, the students create a multimodal artifact that can be shared with other students. The process of learning occurs, first, from the production of the artifact, and second, from the presentation and exchange of the artifacts produced among students.

References

Amin, A. & Thrift, N. J. (2002). Cities: reimagining the urban. Polity.

Barrallo Busto, N., & Gómez Bedoya, M. (2009). La explotación de una imagen en la clase de E/LE. Revista Electrónica de Didáctica ELE, 16. https://www.educacionyfp.gob.es/dam/jcr:19942320-87bd-4889-821e-77b2831ab48c/2009-redele-16-01barrallo-pdf.pdf

Benson, P. (2021). Language learning environments: spatial perspectives on SLA. Multilingual Matters. DOI: https://doi.org/10.21832/9781788924917

Cruz Piñol, M. (2015). Léxico y ELE: enseñanza/aprendizaje con tecnologías. Journal of Spanish Language Teaching, 2(2), 165–179. https://doi.org/10.1080/23247797.2015.1105518 DOI: https://doi.org/10.1080/23247797.2015.1105518

Domínguez González, M. (2020). TIC que favorecen la integración del aprendizaje de las competencias en español como lengua extranjera [MA Thesis]. Universidad de Jaén.

Dronjic, V. (2019). How (not) to teach english vocabulary. The CATESOL Journal, 31(1), 29–54.

Fernández Alonso, R., Lloro Javierre, J., Montes Garcés, E., & Pascual-Salcedo Sáez, M. (2021). El español en Canadá. In CVC. Anuario 2021. El Español En El Mundo. Centro Virtual Cervantes. Retrieved September 27, 2023, from https://cvc.cervantes.es/lengua/anuario/anuario_21/america/canada.htm

Guichon, N. & Cohen, C. (2016). Multimodality and CALL. In The Routledge Handbook of Language Learning and Technology (pp. 535–547). Routledge. https://doi.org/10.4324/9781315657899-52

Haines, K. (2015). Learning to identify and actualize affordances in a new tool. Language Learning & Technology, 19(1), 165–180. http://dx.doi.org/10125/44407

Hostetler, L. (2014). Street photography. In Oxford Art Online. Oxford University Press. https://doi.org/10.1093/gao/9781884446054.article.T2254150 DOI: https://doi.org/10.1093/gao/9781884446054.article.T2254150

Kennedy, L., Нааман, М., Ahern, S., Nair, R. R., & Rattenbury, T. (2007). How flickr helps us make sense of the world. International Multimedia Conference: Proceedings of the 15th International Conference on Multimedia, 631–640. https://doi.org/10.1145/1291233.1291384 DOI: https://doi.org/10.1145/1291233.1291384

Lightbown, P. & Spada, N. M. (2013). How languages are learned (Fourth edition.). Oxford University Press.

Madej, A. (2015). La fotografía como medio didáctico en la clase de ELE. In XLIX Congreso Internacional de la Asociación Europea de Profesores de Español (AEPE), 239–252. https://cvc.cervantes.es/ensenanza/biblioteca_ele/aepe/pdf/congreso_49/congreso_49_25.pdf

Martín Peris, E. (Director). (2008). Diccionario de términos clave de ELE. Instituto Cervantes - SGEL. https://ci.nii.ac.jp/ncid/BA88521103

Murray, S. (2008). Digital images, photo-Sharing, and our shifting notions of everyday aesthetics. Journal of Visual Culture, 7(2), 147–163. https://doi.org/10.1177/1470412908091935 DOI: https://doi.org/10.1177/1470412908091935

Nation, P. (2020). Is it worth teaching vocabulary? TESOL Journal, 12(4). https://doi.org/10.1002/tesj.564 DOI: https://doi.org/10.1002/tesj.564

Nation, P. (2022). Learning vocabulary in another language. Cambridge University Press. DOI: https://doi.org/10.1017/9781009093873

Paivio, A., & Sadoski, M. (2010). Lexicons, contexts, events, and images: Commentary on Elman (2009) from the perspective of dual coding theory. Cognitive Science, 35(1), 198–209. https://doi.org/10.1111/j.1551-6709.2010.01146.x DOI: https://doi.org/10.1111/j.1551-6709.2010.01146.x

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511667305 DOI: https://doi.org/10.1017/CBO9780511667305

Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221–238. https://doi.org/10.1080/10573560590949359 DOI: https://doi.org/10.1080/10573560590949359

Sánchez Rufat, A. & Jiménez Calderón, F. (2015). New perspectives on the acquisition and teaching of Spanish vocabulary. Journal of Spanish Language Teaching, 2(2), 99–111. https://doi.org/10.1080/23247797.2015.1106123 DOI: https://doi.org/10.1080/23247797.2015.1106123

Sanz, C. (2016). Enseñanza del Español como lengua extranjera: Pedagogía y tecnología. In J. Gutiérrez-Rexach (Ed.), Enciclopedia de Lingüística Hispánica (pp. 432–441). Routledge. https://doi.org/10.4324/9781315713441 DOI: https://doi.org/10.4324/9781315713441-112

Published

2023-11-06

How to Cite

Gonzalez Bravo, C. (2023). Vocabulary in urban contexts using multimodality: A pedagogical proposal. Working Papers in Applied Linguistics and Linguistics at York, 3. https://doi.org/10.25071/2564-2855.28

Issue

Section

Articles

Similar Articles

<< < 1 2 3 > >> 

You may also start an advanced similarity search for this article.