The meaning of multimodal text can only arise
considering the interaction between the modes, in our case
verbal and pictorial. And in this way we also analyse the
samples of the texbook(s).
But how do we read this kind of the text, pictures and
verbal separately? Where do we start?
So: What is the reading path like?
1
Rights are not
available to
everybody
Paragraph I
evaluation
People [who live in poverty]
have less rights then others.
2
Rights are not available
to all children of the world. Less
rights have those who live in
poverty.
3
Rights are not available
to all children of the world. Less
rights have those who live in
poverty.
People who live in poverty
have less rights then others.
Pictorial – semantically bounded
by lexeme poverty (lexical recurrence,
Cohesive function)
4
The relation between verbal and pictorial:
the pictorial supplements the verbal,
and concretises the message expressed in clauses with
relational process (which sounds quite abstract)
by bounding the meaning of pictorial with the lexeme
(poverty, expressing evaluation that arises from socio-cultural
context) that carries the core information of the paragraph.
5
But excluding the Slovene social context from the text
• the Slovene pupils - who are the addressees - get the
information from the pictorial interacting with the verbal that
there is no poverty at all in Slovenia, but only elsewhere.
• Which of course is a very misleading information, and creates
stereotypes.
6
LEARNING ACTIVITIES
Phases of learning activities (Rose, Martin 2012):
• prepare, focus, task, evaluate, elaborate, (Rose, Martin 2012: 11).
Preparation demands teacher’s work on text to be read in
class. (Reading the texbook and finding the unknown words to be explained,
lexical signals to infer, notions, new knowledge that student would have to learn)
Focus specifies the task for the learner. (Teacher’s questions)
Task (Student’s work, unswer) – the core of learning activities
Evaluation (Teacher’s estimation of student’s task, correction, mainly
positive and supportive evaluation to encourage the student ‘s
acquisition)
Elaboration (Teacher elaborates the answer so as to use it as a kind
of explanation, definition).
7
CLASSROOM DISCOURSE - Communication scheme (adapting R. Jakobson)
reference
(CURRICULUM)
competences, skills
CONTEXT
LEARNING ACTIVITIES
teacher
student
semiotic mode – language
metalanguage, technical terms
textbook
8
Focus
Choosing the information (message) that teacher will put
in the “focus” means that teacher leads and directs students’
understanding of the text.
Teacher follows the curriculum and points out the
notions in the text that should be learnt, but first he/she has
to find out whether the students have understood the text.
Rights are not available to everybody, Paragraph I > Asking questions.
Traying to prevent the acceptance of the message as a
stereotype, we could first show to the students the plain
photography, without the label that bounds the meaning.
What does the photo represent?
9
10
• The task for the students of the Faculty of Education and the Faculty of
Humanities (about 130 students).
»slums«, children playing, barracks settlement, despite
poverty happy children, children exchanging something, poor
settlement, children are playing,
not even one answer speaks about the abuse of children’s
rights.
• A group of primary school teachers (in a life-long learning
programme (FE)) answered loudly and simultaneously:
poverty, rights are not available to poor children.
11
Focus on a) the text structure, b) new words, c) meaning-making,
d) cohesion of the text, e) the notion and the location of poverty
Tasks
a) What attracted your attention first? Where do we start
reading on this page? Why do you think so?
b) How would you explain available? And poverty? Which other
words that express poverty do you remember?
c) Which photo is connected with the words that speak about
poor people? d) Why do you think so? c) Please show us all
the elements in the text that speak about poverty.
d) By what means are the photo and words linked?
e) Can you recognise where (what country) the poor children
with no rights live? What rights the poor children don’t have?
Have you noticed something like this in our country as well?
12
Evaluation
In this phase teacher helps students to (fill in the “gap”)
infer information from outside the text: general knowledge,
personal experiences, other text. (Encourages students to use
the inferences)
And encourages students to try to find the right answer
by himself/herself.
13
Final thought
The techniques we were dealing with help student to
communicate, to express his/her own opinion, point of view,
to develop logical thinking within the discipline, to develop
critical thinking and last but not least to learn things actively
and withought “gaps”.
14
Using reading comprehension (decomposing text with questions that point at the
characteristics of review) a technique to acquire new knowledge about the structure
of a review
STARC, Sonja (2000): Bralno razumevanje
[Reading comprehension].
V: IVŠEK, Milena (Ed.). Bralna sposobnost
ima neomejene možnosti razvoja : zbornik
Bralnega društva Slovenije, Postojna,
november 1999. 1. natis. Ljubljana: Zavod
Republike Slovenije za šolstvo. 115–129.
15
References
•
•
•
•
•
•
•
•
•
•
•
HALLIDAY, Michael A. K., MATTHIESSEN, Christian M. I. M. (2004): An Introduction to
Functional Grammar. London: Arnold.
Halliday, M. A. K. (2004): The Language of Science. New York, London: Continuum.
HOEY, Michael (2001): Textual Interaction. An Introduction to Written Discourse
Analysis. London, New York: Routledge.
KRESS, Gunter, van LEEUWEN, Theo (72005): Reading Images. The Grammar of Visual
Design. London, New York: Routledge.
MARTIN, J. R., ROSE, D. (2008): Genre Relations. London, Oakville: Equinox.
Rodela, Martina (2011): Vloga slikovnega v medosebni metafunkciji učbeniških besedil
za slovenščino kot tuji jezik na začetni ravni : diplomsko delo. Koper: UP PEF.
ROSE, David, MARTIN, James R. (2012): Learning to Write, Reading to Learn. Sheffield:
Equinox.
STARC, Sonja (2000): Bralno razumevanje [Reading comprehension].
V: IVŠEK, Milena (Ed.). Bralna sposobnost ima neomejene možnosti razvoja : zbornik
Bralnega društva Slovenije, Postojna, november 1999. 1. natis. Ljubljana: ZRSŠ. 115–
129.
STARC, Sonja, (2009a): Časopisna oglaševalska besedila, reklame : struktura in
večkodnost. (Newspaper advertisements: their structure and multimodality). Knjižnica
Annales Majora. Koper: UP ZRS, Založba Annales, ZDJP, PEF.
STARC, Sonja (2009b): Večkodnost in zgradba učbeniškega besedila. V: Vintar, Jelka (ur.).
Razmerja med slikovnimi in besednimi sporočili : zbornik Bralnega društva Slovenije [ob
8. strokovnem posvetovanju], Ljubljana, 8. septembra 2009. 1. izd. Ljubljana: Zavod
Republike Slovenije za šolstvo. 45-62.
STARC, Sonja (2011): Zmožnost dekodiranja večkodnih besedil kot sestavina besedilne
pismenosti. Medved-Udovič, Vida (ur.), Cotič, Mara (ur.), Starc, Sonja (ur.): Razvijanje
različnih pismenosti. Koper: Knjižnica Annales Ludus, UP.
16
B) Science and Technical
Education
Nervous system
Brain and nerves
17
Nervous system
Brain and nerves
Observe the picture and reflect.
Write down in the workbook and answer the tasks on
p. 16 task 1, on p. 77 tasks 2 and 3.
Sensations
Logic
Rhythm
Language
Hearing
Smell and taste
Creativity
Sight
Structured, spatial; Pictorial – gives objective view
meaning of pictorial – bounded by lexemes
18
Relational attributive process (cl. 1)
Material process (cl. 2-5)
•
1. All over our body, there are are
spread nerves.
•
(Lack of an important information: Nerves
transmit information. No task about it in
work-book.)
•
•
•
•
2. Message goes in two directions:
from the body into the spinal cord and
brain, and from the brain and spinal
cord in the body.
3. The message that we stepped on
the thorn comes into the spinal cord
and brain in less then a second.
4. Sense organs receive the messages
about the environment in which we
live. Nerves bring messages into spinal
cord and brain.
5. Brain identifies the data and
prepares a response of the body to the
environment.
Interaction: illustrative
+ supplement
19
Interaction between pictorial and verbal
• In relation to the verbal instruction - the pictorial has the
function of the source of information and the stimulus
to learn more about the topic.
•
In relation to the verbal bellow (which does not speaks
about brain and its centres, but about nerves in our body), the
pictorial has the function of supplement.
• The cohesive element is the topic about nerves being the
transmitters of information (human feelings) into brain
(and spinal cord).
20
• Nadgrajevalno slikovno razširja
informacije,
sporočene z
besedami.
• Slikovno lahko
tudi vrednoti, kar
je sporočeno z
besednim in s
tem ustvarja
neko distanco
(humor).
Vir: Moja slovenščina 5, str. 56
21