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Challenges in Assessing Multimodal Composition: Multiple Case Study in Secondary Schools of South Korea

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현대영어교육학회 (The Modern English Education Society)|2016.08|현대영어교육 (Modern English Education)|제17권 제3호|pp. 127-161

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키워드

writing assessmentnew literacies뉴 리터러시multimodal compositionbarriers to teach writing복합양식적 글쓰기글쓰기지도의 장애글쓰기평가

초록

Individuals must learn a wide range of abilities to respond to changing social needs and multiple and multimodal literacies because, thanks to rapidly evolving technologies, new communication media have transformed the ways in which people understand and use language. Multimodal literacies encompass a variety of representational modes as communication channels; for example, computer users generate more spoken-like, informal texts, and even use symbols as new standard terms. The acceptance of multimodal literacies has profound implications for English education in Korea, in that such linguistic and cultural diversity requires teachers to change their views on teaching writing skills and standards. That is, teachers should not force students to accept only one standard or set of skills, but should teach them to be flexible by using multiple languages and communication patterns. Teachers as active agents can reconceptualize literacy and literacy pedagogy, and can encourage students to write using different types of texts. However, in this study, some teacher participants expressed concerns about teaching multimodal composition due to external barriers (e.g., highly test-based curriculum) or internal barriers (e.g., low confidence). In order to overcome these and other obstacles, targeted additional professional development is needed.

Abstract

Individuals must learn a wide range of abilities to respond to changing social needs and multiple and multimodal literacies because, thanks to rapidly evolving technologies, new communication media have transformed the ways in which people understand and use language. Multimodal literacies encompass a variety of representational modes as communication channels; for example, computer users generate more spoken-like, informal texts, and even use symbols as new standard terms. The acceptance of multimodal literacies has profound implications for English education in Korea, in that such linguistic and cultural diversity requires teachers to change their views on teaching writing skills and standards. That is, teachers should not force students to accept only one standard or set of skills, but should teach them to be flexible by using multiple languages and communication patterns. Teachers as active agents can reconceptualize literacy and literacy pedagogy, and can encourage students to write using different types of texts. However, in this study, some teacher participants expressed concerns about teaching multimodal composition due to external barriers (e.g., highly test-based curriculum) or internal barriers (e.g., low confidence). In order to overcome these and other obstacles, targeted additional professional development is needed.

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