Textuality is often thought of in linguistic terms; for instance, the talk and writing that circulate in the classroom. In this paper I take a multimodal perspective on textuality and context. I draw on illustrative examples from school Science and English to examine how image, colour, gesture, gaze, posture and movement—as well as writing and speech—are mobilized and orchestrated by teachers and students, and how this shapes learning contexts. Throughout the paper I discuss the issues raised by a multimodal perspective for the conceptualization of text and learning context, and how this approach can contribute to learning and pedagogy more generally. I suggest that attending to the full ensemble of communicative modes involved in learning contexts enables a richer view of the complex ways in which curriculum knowledge (and policy) is mediated and articulated through classroom practices.
"But in the last several years, I've watched friends and colleagues suddenly find themselves without publishers after having brought out many books. Writers now use words like "track" and "mid-list" and "brand" and "platform." They tweet and blog and make Facebook friends in the time they used to spend writing. Authors who stumble can find themselves quickly in dire straits. How, under these conditions, can a writer take the risks required to create something original and resonant and true?"
T. Piske, и A. Steinlen. Cognition and Second Language Acquisition: Studies on pre-school, primary school and secondary school children, том 4 из Multilingualism and Language Teaching, Narr Francke Attempto Verlag, Tübingen, (Mikrozensus).(2022)
C. Fleck, и A. Müller. Österreichische Zeitschrift für Geschichtswissenschaften, 8 (1):
101-126(1997)https://nbn-resolving.org/urn:nbn:de:0168-ssoar-235029. (ALLBUS).