English-medium instruction (EMI) multimodal classroom discourse to enhance L2 university students’ comprehension
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Natalia Norte [1] ; Teresa Morell [1]
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[1] Universitat d'Alacant
Universitat d'Alacant
Alicante, España
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- Localización: Current Trends in EMI and Multimodality in Higher Education / coord. por Vicente Beltrán Palanques, Edgar Bernad-Mechó, 2024, ISBN 978-1-032-07131-2, págs. 29-47
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Multimodal competence is gaining importance, especially in academic settings where English is used as the medium of instruction (EMI). This competence allows EMI lecturers to orchestrate varying semiotic resources to improve second language (L2) students’ understanding. For the purpose of this study, the Integrative Model of the Audiovisual Comprehension Process will be revisited to corroborate how multimodal discourse may facilitate EMI students’ comprehension. The objective of this chapter is to analyse to what extent a particular EMI lecturer’s discourse is multimodal and how his conveyance of ideational information may influence students’ comprehension. To carry out this study, a recorded micro-teaching session was analysed to determine the multimodal ensembles used to represent and communicate meaning. The multimodal analysis served to design an audiovisual comprehension test that was administered to thirty L2 students after watching the microteaching session. The findings support the orchestration of modes to communicate content and the implementation of comprehension strategies in EMI classes. Consequently, it is recommended that EMI professional development programmes include activities to promote lecturers’ awareness and use of multimodal discourse, as well as comprehension strategies to improve L2 students’ understanding.
