The use of multimodal pedagogical resources in educational contexts marked by social and economic disadvantage : a comparative analysis of Malta and Bataan

Abstract

The paper initially presents the rationale of the Multimodality in Practice research project launched in 2012. The main aim of the project is to adopt and adapt Multimodal theories (including those of Kress, 2010 and Jewitt, 2008) to the specific needs of practical teaching and learning contexts (i.e. primary, secondary and tertiary level classrooms and schools) and to conduct research about the effects these theory-practice links could have on teachers and their students. I draw on my academic role at the Faculty of Education, University of Malta to develop curricular design and development based on educational research that adopts multimodality to investigate various teaching and learning contexts. After a brief introduction highlighting how the project started, the paper will then include a detailed sociosemiotic theoretical background of the original MIRROR Multimodal Framework (designed by Cremona in 2015; also explained in detail in Cremona, 2017a) on which the Multimodality in Practice research project revolves. After this, in view of a multimodal conceptual framework, the chapter will comparatively discuss insights obtained from two of the sub-projects of the Multimodality in Practice research project through which while I collect data, I feel I can serve as a source of outreach to the general educational society on behalf of the Faculty. Insights obtained from my work with foreign language teachers preparing multimodality-based lesson plans in Malta (i.e. on a national level) as part of the Teaching through the Eurovision: a multimodal research project (Cremona, 2016; Cremona, 2017b) will be compared to insights obtained from an experience where together with Filipino teachers (i.e. on an wider international level) I planned a set of multimodal lessons and resources for secondary and primary schools in Bataan (i.e. an educational contexts in the Philippines marked by social and economic disadvantage). In both cases, data was collected through fieldwork in classrooms, observations in schools and interviews with participating teachers. Through the comparative analysis of both sets of data, two main conclusions are drawn up and reported in this paper. Firstly, that multimodal theories can effectively be applicable in both learning contexts. Furthermore, a second equally relevant (and exciting) conclusion suggested by the findings of the paper is that, whereas in both contexts, teachers were working in different cultural realities, frequently at bottom line teachers still in both contexts identify similar and common challenges (time constraints, exam oriented challenges, packed syllabi) and benefits (such as student centred positive remarks) when reflecting on the application of Multimodal theories and resources in their daily classroom practices.