The “Multimodal Literacy in the EFL Classroom” Workshop as a Design for Learning

This paper links Systemic Functional-based multimodal discourse analysis and English as a Foreign Language (EFL) teacher education through the workshop “Multimodal Literacy in EFL classroom” (MLEFL). Drawing upon ‘multimodal for critical thinking’ (MACT) pedagogy (O’Halloran et al., 2017) Approach to teaching viewing (Lim Tan, 2017, Lim, 2018), MLEFL aims at involving student teachers (STs) transformative process which STs with no previous instruction on multimodality are introduced literacy. After being engaged making meaning various semiotic resources conducting use of pedagogic metalanguage, complete task representing their new experiences via creating lesson plan aimed promoting primary school students’ The presents design learning (Kress Selander, 2012). It serves two purposes: present content syllabus reflect its implementation effectiveness. reports qualitative findings from small-scale research conducted twenty pre-service who participated four-week virtual environment. investigates STs’ perceptions shared evaluation forms participation forum well assignments signs learning. revealed differences capacities (Kress, 2010: 175) support effectiveness workshop. Most created plans promote viewing, used metalanguage efficiently explained activities well-informed rationale.