Analyzing Multimodal Texts

The revolution taking place across the world and Nigeria are of diverse forms, some overt and some others covert. Among the covert ones are the gradual introduction of social robots in form of sex dolls, also known as female humanoids into homes. These dolls are designed and advertised for companionship, sexual stimulation, artistic representations of human fantasy, and other creative reasons. These human-like entities of various sizes and shapes can be inflated before use, and deflated after use by the male owner, and many women may not know that such objects are in their houses competing with them. This paper attempts to interrogate this emerging trend, and argues that the status of women will gradually wane with the introduction of sex dolls, explores the negative effects of the presence of these female humanoids on the image and dignity of women through the use of online questions from the Google platform that got anonymous responses from respondents. The survey and qualitative content analysis methods woven around Fairclough"s CDA were used to analyse the data. Findings show that sex dolls can never take the complementary role played by real females to their male counterparts in the society; as such, the female gender needs no redefinition. It opines that there is a need to reiterate and uphold the traditional status of women as being complementary to men, and not just as object of fun. It offers further recommendations that will assist women cope in this humanoid society, and concludes that the unconscious shifting of the traditional roles of the female gender to artificial beings will have unquantifiable consequences on the family and the society at large. The study concludes that this emerging trend of men having intimate relationship with female humanoids will likely cause fundamental changes in the meaning of social interaction and the nature of human communication in the society.

The first part of this work deals with multimodality in stylistics, drawing from social semiotics in its understanding of multimodality. A critical overview of multimodality in linguistic research is given, with special emphasis on multimodal stylistics, a new and developing discipline. In the second part, emphasis is put on multimodal novel, and an analysis of the mode of typography in a postmodern multimodal novel "Otok" (1977) by Marin Carić is performed.

Bumble brands itself as a feminist dating app that’s designed to empower women. According to Bumble’s website, the app was developed to “challenge the antiquated rules of dating” by requiring those who identify as women to initiate communication with men they match with.
But my research shows that Bumble, despite purporting to empower women, leaves many female users feeling frustrated and vulnerable. This disconnect can be linked in part to the ways in which many men engage with online dating apps.

This paper presents the qualitative examination of teacher recruitment commercials over fifteen years to reveal the evolution of education objectives and teacher requirements of the Singapore education system. The commercials analysed comprise ten advertisements that convey messages predominantly via visual or linguistic resources and were selected based on their availability at time of research. Kress and van Leeuwen’s framework to multimodal analysis was employed in examining these commercials.

Semiotic resources in the commercials were examined to reveal meanings conveyed, from which teacher roles, student types and education outcome expectations were identified. These were discussed together with observed representations of ethnicity, gender and power, surfacing the changing teacher requirements and education objectives of Singapore education. The analysis revealed the education system’s progressive objectives, from imparting content and knowledge to character development and instilling of aspirational notions, equipping students with right values, solid knowledge and future-ready skills, remodelling teachers into skillful educators and ultimately inspiring mentors. The paper concludes with a calling to extend the analysis scope under social semiotics and to further examine changing student profiles, which shall surely illuminate future paths of Singapore education.

Keywords: advertising, education objectives, multimodal communication, Singapore education system, sociolinguistics, teacher requirements, teaching

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Die Zeitschriftenforschung hat sich zu einem produktiven und interdisziplinär verzweigten Arbeitsfeld entwickelt. Auffallend ist dabei jedoch die bislang geringe Beachtung der multimodalen Beschaffenheit des Mediums. Die Beiträger_innen des interdisziplinären Bandes legen erstmals einen besonderen Fokus auf die Text-Bild-Strategien Illustrierter Zeitschriften und setzen diese zudem in Bezug zur gesteigerten Tendenz ästhetischer und kultureller Selbst- und Metareflexion um 1900. So leistet der Band eine stärkere Konturierung der medialen Eigenlogik Illustrierter Zeitschriften vor dem Hintergrund der für das Medium konstitutiven Verzahnung von Bild und Text.

Recognizing the inherent value of refugee youth’s diverse and powerful linguistic and cultural capital, this case study adds to the growing body of research regarding refugee youth’s intersecting identities and multilitera- cies by exploring (1) how youth who have settled in the American Midwest as refugees express their emerging notions of identity and culture and (2) in what ways refugee youth perceive a level of access and exhibit desire or reluctance for an American identity. This study focuses on the journal and poetry writing—created in a self-selected and self-segregated third space of a pull-out English-as-a-second language (ESL) classroom—of two 4th-grade Chin refugee girls from Burma. The girls’ writings speak to their ideas and ideals of race, language, culture, and the construction of a bicultural Chin American identity, thereby illustrating youth’s nuanced and varied identity expressions and experiences in an American Midwest elementary school.

First created as part of the Digital Humanities Praxis course in the spring of 2012 at the CUNY Graduate Center, Tandem explores the generation of datasets comprised of text and image data by leveraging Optical Character Recognition (OCR), Natural Language Processing (NLP) and Computer Vision (CV). This project builds upon that earlier work in a new programming framework. While other developers and digital humanities scholars have created similar tools specifically geared toward NLP (e.g. Voyant-Tools), as well as algorithms for image processing and feature extraction on the CV side, Tandem explores the process of developing a more robust and user-friendly web-based multimodal data generator using modern development processes with the intention of expanding the use of the tool among interested academics. Tandem functions as a full-stack JavaScript in-browser web application that allows a user to login, upload a corpus of image files for OCR, NLP, and CV based image processing to facilitate data generation. The corpora intended for this tool includes picture books, comics, and other types of image and text based manuscripts and is discussed in detail. Once images are processed, the application provides some key initial insights and data lightly visualized in a dashboard view for the user. As a research question, this project explores the viability of full-stack JavaScript application development for academic end products by looking at a variety of courses and literature that inspired the work alongside the documented process of development of the application and proposed future enhancements for the tool. For those interested in further research or development, the full codebase for this project is available for download.

The aim of teaching "religion and culture" is to develop a competence in dealing with religious issues and traditions. The teaching follows the concept of teaching about religion, which means that students should learn about religions that are present in our society.

When children enter public kindergartens in the current atmosphere of high-stakes testing, they often encounter an emphasis on correctness that casts doubt on the integrity of their personally invented messages, prompting them to ask not “What did I write?” but “Is this right?” This ethnographic case study examines early writing by 23 kindergarten children within the context of their free-writing time and their teacher's plan to restore intention to compensate for a mandated curriculum that overemphasized convention.

The challenges for young children learning to write are many, as they try to respond to their teachers' expectations, 'school language' and the complex, abstract notion of writing. Scaffolding the learning of young children is challenging for teachers, as they attempt to respond to the diverse needs of students, curriculum requirements and the expectations of employers and the community. Through conversation teachers and students work at understanding the expectations and needs of the other. The research study discussed in this article examined teacher/student conversations that focused on writing in three Australian Kindergarten classrooms in 2007. In some of the conversations analysed, the teachers and children appear to 'connect' and the children move forward with their learning as a result. This was not, however, always the case. The language of school literacy appears to be a particular barrier for some students. The author identifies the need for a 'shared language' if teachers' efforts to scaffold children's early attempts at writing are to be fruitful. Teachers must also know their children well.

This paper details a multimodal practice of response and transmediation, called a Thought Chronicle, which I employ in my undergraduate work with preservice teachers. I position this intervention in relation to the theoretical discourses of multimodality, social semiotics, and psychoanalytic ideas of dreaming and play.

Обложка журнала рассматривается как образец мультимодального текста. Дается теоретический обзор научной литературы, посвященной изучению мультимодальности в рамках лингвистики. Приводятся определения понятия «мультимодальность». Уточняется терминология, сопоставляется употребление в современном языкознании терминов мультимодальный, поликодовый, креолизированный текст. Особое внимание уделяется особенностям журнальной обложки как самостоятельного жанра. Рассмотрены классификации типов обложек в зависимости от соотношения вербального и графического компонента. Выполнен краткий обзор подходов к изучению мультимодального текста. Обосновывается целесообразность применения к анализу материала системно-функционального и социокогнитивного подходов. Представлены результаты сопоставительного анализа журнальных обложек. Журнальная обложка рассматривается как мультимодальный текст — комплекс вербальной и визуальной составляющей. При этом вербальная составляющая может быть представлена как эксплицитно, так и имплицитно, то есть компрессированно. Показано, что механизм интерпретации смысловой нагрузки обложки может считываться реципиентом двумя способами: либо на основе комбинации вербальной и визуальной информации, либо за счет актуализациии компрессированного вербального компонента с помощью визуальной составляющей. Новизна исследования видится в демонстрации, что изображение с подразумеваемым (компрессированным) вербальным компонентом может представлять собой мультимодальный текст.

A cover of a journal is considered as a sample of multimodal text. A theoretical review of the scientific literature devoted to the study of multimodality in the framework of linguistics is given. Definitions of the concept of “multimodality” are given. The article clarifies the terminology, compares the usage of the terms multimodal, polycode, creolized text in modern linguistics. Special attention is paid to the peculiarities of a magazine cover as an independent genre. Classifications of cover types depending on the ratio of verbal and graphic components are considered. A brief review of approaches to the study of the multimodal text is made. The expediency of applying system-functional and sociocognitive approaches to the analysis of the material is substantiated. The results of the comparative analysis of magazine covers are presented. A magazine cover is considered as a multimodal text, i.e. a complex of verbal and visual components. In this case, the verbal component can be represented both explicitly and implicitly, that is, compressed. It is shown that the mechanism of interpretation of the semantic load of a cover can be read by the recipient in two ways: either on the basis of a combination of verbal and visual information or due to the actualization of the compressed verbal component with the help of the visual component​. The novelty of the study is seen in the demonstration that an image with an implied (compressed) verbal component can be a multimodal text.

Multimodal fiction, as recently studied by Hallet (2009), Gibbons (2012), and Maziarczyk (2011; 2012), among others, is the phenomenon shared by those novels which combine various semiotic modes in the development of the narrative. The purpose of the present work is to account for the most salient semiotic resources used in the multimodal novel The Curious Incident of the Dog in the Night-Time by Mark Haddon (2004). In view of the work which still needs to be done in the field, and the increasing profusion and diversity of multimodal literary forms in recent years, this study aims at throwing new light upon the diverse and significant ways in which the strategic inclusion of various semiotic resources operates in fiction.

Most young children love to draw and they all need to learn to write. However, despite the research over the past 30 years which identifies a strong relationship between emergent writing and drawing, in some classrooms young children are being obliged to see drawing and writing separately rather than as a unified system of meaning making. In this article I highlight one outcome of the fourth phase of an ongoing research project which focuses on writing in the first year of formal schooling. In 2009 I challenged 10 teachers working with children in the first year of school to make drawing central to their writing program, particularly during the first half of the year. I wanted to examine the relationship between children's drawing and learning to write in the first six months of formal schooling in an era where visual literacy and linguistic literacy combine. This required a shift in teachers' priorities. The result of the research is unambiguous: if teachers encourage emergent writers to see drawing and writing as a unified system for making meaning children create texts which are more complex than those they can create with words alone. The findings, if not new, are significant for two reasons. Firstly, in an era where visual literacy is central to new literacies it does not make sense to ignore the research which identifies the important relationship between drawing and emergent writing. Secondly, the findings remind us of the power of building on from the known to the new; meaning making through talking and drawing are the known, and writing as script is the new. The approach discussed also leads children to develop a positive attitude towards themselves as writers.

Historically, comics have been viewed as a "debased or simplified word-based literacy," explains Dale Jacobs, who considers comics to be complex, multimodal texts. Examining Ted Naifeh's Polly and the Pirates, Jacobs shows how comics can engage students in multiple literacies, furthering meaning-making practices in the classroom and beyond. We are better able to "hear" the narrator's voice because we can see what words are emphasized by the bold lettering, and we associate particular kinds of voices with the narrative voice of a pirate's tale, especially emphasized here by the shape of the text boxes.

TEACHING PRODUCTIVITY AND ITS ENEMIES is a distribution of my original doctoral dissertation "Language Tangle : Predicting and Facilitating Outcomes in Language Education" ( http://hdl.handle.net/1959.13/804346 )  with a new title better reflecting its actual theme, barriers to teaching productivity.

Although the keys to teaching success are elusive, some of the destructive forces at work against success have enough constancy to be worth the trouble of a well-developed defence system. I will collectively describe forces acting against teaching success as “the enemies of language teaching productivity”.  A productive teacher is one who adds to the learning productivity of students. A productive student is one who  acquires and retains what needs to be learned (a skill, a body of knowledge or a method of thinking) with the most efficient use of his or her mental resources, time and money...

As a working teacher, I am concerned with managing the psychology of my students as well as my own. The “enemies” in this ghostly arena of the human mind are well known to any experienced teacher. However, the bulk of this book is concerned with other distractors – enemies without. Typically they take the form of individuals and groups within institutions who have agendas which clash with what the teachers and students are trying to achieve. Productivity for these other players has an altogether different meaning from the learner’s pursuit of knowledge...

"Recently, educators have begun to consider what is required in literacy curricula and best teaching practices given the demands placed on the educator sector and on literacy in general.

Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom features theoretical reflections and approaches on the use of multiliteracies and technologies in the improvement of education and social practices. Assisting educators at different teaching levels and fostering professional development and progress in this growing field, this innovative publication supports practitioners concerned with teaching at both a local and global level."

Synsemia means the deliberate and conscious disposition of elements of writing in the space in order to communicate in a reasonably unambiguous way and in a regular manner, through the space articulation. These regularities can be valid only for a specific text (but coherent, rigorous and interpreted without the aid of the author), or defined by specific patterns and consolidated habits of use.

In this article we highlight analyses conducted in two qualitative literacy studies to discuss various implications of a blended, or hybrid, approach to multimodal analysis. By investigating several prominent frameworks commonly used together for the purpose of analyzing multimodal data, and describing our own experiences blending these frameworks, we determine that a hybrid approach is not necessarily ineffective at producing data interpretations, but that it is insufficiently reflexive of the role researcher positionality plays in multimodal analysis. We conclude the article by offering recommendations for supplementing hybrid analytical approaches through data co-construction and increased attention to researcher positionality.

Celem artykułu jest multimodalna analiza teaserów i trailerów filmowych towarzyszących kampanii promocyjnej produkcji Marvel Studios "Avengers: Infinity War". Ukazane zostało, w jaki sposób twórcy kampanii budują przekaz reklamowy, odwołując się do atrybutów filmu, który jest przełomową częścią budowanego uniwersum. Wyróżnione zostały typy odbiorców, do których marka kieruje swój przekaz i wokół tego zabiegu buduje swój wizerunek.

The national exam was an unfortunate series of events and the troubles are pouring in like Lemony Snicket’s thought-provoking fiction. They keep coming and disturbing everyone, certainly for the test taker students, their parents and teachers alike.

Contemporary societies are grappling with the social changes caused by the current communication landscape and complex textual habitats. To account for this complexity in meaning-making practices, some scholars have proposed the multimodal approach. This paper intends to introduce the core concepts of multimodality including semiotic resources, modes of communication, and intersemiotic relationships. It provides practical applications of multimodal analyses by examining printed and digital pages of educational materials. The final section proposes a set of recommendations to integrate the multimodal perspective in language classes, highlighting the need to make students aware of the new dynamics of meaning making, meaning negotiation, and meaning distribution. Resumen Las sociedades contemporáneas están enfrentándose a los cambios sociales provocados por el paisaje de comunicación actual y las complejidades de los hábitats textuales. Para dar cuenta de la complejidad en la construcción de significados, algunos académicos han propuesto el enfoque multimodal. Este escrito tiene la intención de introducir los conceptos básicos de la multimodalidad, tales como recursos semióticos, modos de comunicación y relaciones intersemióticas. Proporciono aplicaciones de análisis multimodal en páginas impresas y digitales de materiales educativos. La sección final propone un conjunto de recomendaciones para integrar la perspectiva multimodal en las clases de lenguas, destacando la necesidad de sensibilizar a los estudiantes sobre la nueva dinámica de creación, negociación y distribución de significados.

Poetry in motion presents activities and ideas for using visualized poems, with animation, film clips, or even just readings of a poem, to energize the teaching of lyric poetry in the EFL classroom. Visual literacy ranges from better comprehending gesture, facial expression, photographs to aspects of performance, use of space, clothing, visual angles and much more. Music may also play a prime role in a multimodal mix. Visualized poems incorporate many of these dimensions, and the present article argues that they can ignite imagination in special ways, tapping students’ multiple intelligences (Puchta & Rinvolucri, 2005; Gardner, 1999), and energizing and sharpening their “emotional literacy” (Goleman, 1995; Upadhyaya, 2008), empathy and emotional competencies. Experience indicates they can motivate reluctant learners, learning to better read reality through the prism of fantasy (Wagner, 1999). This is the link now to the paper in HLT: http://old.hltmag.co.uk/oct09/sart06.htm

Вторая часть монографии посвящена осмыслению истории и предыстории семиотики. Рассматриваются знаковые системы, относящиеся к моделированию универсума и его частей, таких как календарные системы, древо мира с его классификацией частей универсума на верхнюю, нижнюю и земную, понятие центра мира, оси мира, модели среды обитания, диахронические модели возникновения мира, возникновения речи, к типам когнитивных систем в форме которых передавались истинные и мнимые сведения о мире и его строении таким, как миф, мистериальная картина мира, как переходная когнитивная система от мифа к философским системам. Прослеживается процесс возникновения и становления письма, первых грамматических описаний в пособиях для писцов. Далее рассматриваются зачатки семиотической мысли у древних китайских мудрецов, в древнейших индийских текстах (Ригведе, Атхарваведе, Упанишадах). Наиболее подробно рассматривается древнегреческий период семиотических поисков. В центре темы оказывается диалог Платона "Кратил". Рассматриваются взгляды Платона на структуру и функционирование знака. Выясняется, что до настоящего времени схема структуры знака лишь неправомерно упрощалась. Выясняется, что его представления о структуре знака глубже и точнее, чем таковые современных исследователей. Далее рассматриваются некоторые семиотические идеи Каббалы (Сефер Ецира), семиотические идеи византийских мыслителей. Подробно анализируется как сложный семиотический текст св. Кирилла глаголический алфавит. Рассматриваются идеи создателей первых искусственных языков, а также основные идеи основателей семиотики: Ч. С. Пирса, Ф. де Соссюра и Г. Фреге.

The purpose of the qualitative research was to assess models of education developed for the study to investigate how and when to incorporate second and third languages into the curriculum to improve language acquisition. Research indicates that L3 enhances and reinforces L2 and L1. The stratified systematic grounded theory study explored the perspectives of neurolinguists, psycholinguists, sociolinguists, and interdisciplinary education researchers to derive variables for constructing a new model of education. The outcome of the Internet survey revealed that 100% of the participants agreed that education must change and that teacher training must improve. Variables from the cross-disciplinary data contributed to the construction of an integrated model of multilingual education consisting of four primary models and other models to serve as tools for designing curriculum, instruction, and assessment as well as determining demographics and student meta-analysis of language abilities and storage in the brain. The first model emerged from the data to offer multilingual principles of education. The other primary models are macro, meso, and micro models. The macro model represents schools, instruction, assessment, and the curriculum cycle. The meso model depicts the developmental domains of the individual learner and includes a cyclical equation. The micro model delineates multilingual processing in the brain based on neurolinguistic research, variables from the current study, and Kees de Bot's bilingual adaptation of Levelt's language processing model. Recommendations include the incorporation of notional-functional pragmatic-aesthetic concepts as depicted in the models developed for the study and enhanced by input from published researchers with unique language and research repertoires who were located on four continents.

The article "The Old Axololt by Jacek Dukaj: Between Multimodality and Transmediality"  attempts to revise the categories of hypertexuality, multimodality and transmediality in the context of the idea of multi-layered narration in Jacek Dukaj’s essay Bibliomachia and his novel The Old Axolot: Hardware Dreams (e-book, 2015). The principal aim of this analysis is to map the broad spectrum of narrative techniques and experiments that augment and upgrade the traditional concept of the represented world to that of the cognitive narrative world. The latter term holds out a promise of getting a better grip on certain innovative narrative projects whose harbinger is The Old Axolot. The world-building strategy of this novel is twofold: it shapes its narrative world and the marketing campaign of its bilingual e-book edition. At the same time, the introduction of the Fictionary word game and an evolving concept of worldness makes The Old Axolot both an epitome of worldcentred narration, characteristic of both the culture of media convergence and the poetics of fantasy fi ction, and a teaser, inviting us to re-examine our understanding of literature at the time of the World-building Turn.

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas. Rome, Italy University of “Tor Vergata” 20 – 22 June 2019 a-mode.eumade4ll.eu _________________________________________________ Keynote speakers: Marina Bondi Carey Jewitt Rodney Jones Gunther Kress and Jeff Bezemer David Machin Theo van Leeuwen _________________________________________________ A-MODE ORGANIZING COMMITTEE: Elisabetta Adami – University of Leeds, UK Cristina Arizzi – University of Messina, Italy Styliani Karatza – National and Kapodistrian University of Athens, Greece, and University of Leeds, UK Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany Ilaria Moschini – University of Florence, Italy Sandra Petroni – University of Rome ‘Tor Vergata’, Italy Marc Rocca – Rocca Creative Thinking Limited, UK ...

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

This thesis adopts the Systemic Functional Multimodal Discourse Analysis (SFMDA) approach to investigate pedagogic discourse. Two lessons of the subject General Paper in a Junior College in Singapore are analysed. The meanings made through the semiotic resources of language, gesture and the use of space through the positioning and movement of two teachers are discussed in relations to the pedagogy they realise.

The context of culture is described through the resemiotization of the Ministry of Education’s policy documents to the General Paper classroom practices. The Curriculum Genre Theory is applied to multimodal pedagogic discourse. It locates the lesson in the context of situation. The Curriculum Hypergenre is proposed along with a set of Lesson Microgenres formulated for the General Paper classroom. The intersemiosis between language and gesture is described in terms of contextualising relations and intersemiotic cohesion. The emergent meanings of ‘Redundancy’ and ‘Structured Informality’ in the lessons are proposed.