Multimodal Literacy in English as an Additional Language in Higher Education

Mercedes Querol-Julián is a Senior Lecturer in Applied Linguistics in the Department of English Teaching, Universidad Internacional de La Rioja (UNIR), Spain. Her main research interests include multimodal literacy, multimodal analysis, digital interaction, digital teaching, English-medium instruction, and teacher professional development. She leads the research group Personal and Professional Development through Digital Genres (PRODIGI) at UNIR.Inmaculada Fortanet-Gómez is a Full Professor in the Department of English Studies, Universitat Jaume I, Castelló, Spain, where she co-chairs the Group for Research on Academic and Professional English (GRAPE). Her research interests are related to multimodal discourse analysis, multimodal literacy, and Content and Language Integrated Learning in tertiary and pre-tertiary education. She has over 100 articles and chapters published in high-ranked journals and books.

• List of figures and tables List of contributorsPrefacePART I. Conceptualising multimodal literacy in higher educationChapter 1: Multimodal literacy at the university: the ins and outs of educating in English as an additional languageChapter 2: Infographics, inter-semiosis, and multimodal literacy in science educationChapter 3: Designing for multimodal literacy and socio-emotional learning through digital multimodal composingChapter 4: Multimodality and transposition in collaborative language learningPART II. Multimodal literacy pedagogies in EAL coursesChapter 5: A multimodal assessment grid to guide the design and evaluation of instructional video tutorialsChapter 6: Multimodality and mathematics literacy: knowledge visualisation and construction through a bilingual mobile learning appChapter 7: Assessing multimodal discourse in digital storytelling for ESP: from theory to practiceChapter 8: Enhancing multimodal literacy in ESP: a focus on digital multimodal composition for video game reviewsPART III. Multimodal literacy pedagogies and professional developmentChapter 9: Developing multimodal interactional competence in EMI lecturers. Reflexive practice in an online international programmeChapter 10: Multimodal and digital literacies in EME professional development programmes to promote students’ interaction and engagementChapter 11: Multimodality in EAL teacher education: an example from the Norwegian context