Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers/Textos multimodales en la formacion docente en ingles en Chile: experiencias de formadores y estudiantes de licenciatura

• Published in: PROFILE issues in teachers' professional development 2019-07, Vol.21 (2), p.13
• Main Authors: Farias, Miguel, Veliz, Leonardo
• Format: Article
• Language: English
• Subjects: Digital printing; Education; Language instruction; Literacy programs; Novels; Social media; Teachers; Teaching
• ISSN: 1657-0790; 2256-5760; 1657-0790
• DOI: 10.15446/profile.v21n2.75172

Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers' and educators' approaches to the use of multimodal texts. Data were gathered through two online surveys that explored the use of multimodal texts by teacher educators and pre-service teachers. Results indicate that educators were familiar with the standards and multimodality when teaching reading and writing, but lack of resources, preparation, and time prevents them from working with multimodal texts. Candidates read printed and digital newspapers, novels, and magazines outside university, but rarely use them academically. They extensively use social media, even for academic purposes. There is a mismatch between the use of multimodal texts by teacher candidates and teacher educators. Key words: English teacher education, language teaching standards, literacy teaching, multimodality, second language learner. Este articulo describe un estudio acerca de como los formadores de profesores de ingles y los estudiantes en formacion abordan los textos multimodales. De diez estandares para formacion inicial docente de ingles establecidos por el Ministerio de Educacion de Chile, tres incluyen textos multimodales. Se aplicaron dos encuestas en linea para explorar el uso de textos por formadores y estudiantes universitarios. Los datos se analizaron a partir de cuatro preguntas de investigation. Los resultados muestran que los formadores estan familiarizados con los estandares y la multimodalidad al ensenar lectura y escritura, pero la falta de tiempo, recursos, y preparation les impide trabajar plenamente con textos multimodales. Los estudiantes leen periodicos impresos y en formato digital, novelas y revistas fuera de la universidad. Ellos usan extensivamente las redes sociales, incluso academicamente. Hay disparidad en el uso de textos multimodales entre estudiantes y formadores. Palabras clave: ensenanza de literacidad, estandares disciplinarios, estudiante de segunda lengua, formacion docente en ingles, multimodalidad.