We’re all real serious filmmakers

• Published in: English teaching : practice and critique 2018-12, Vol.17 (4), p.371-386
• Main Author: Zammit, Katina
• Format: Article
• Language: English
• Subjects: Academic Achievement; Classrooms; Curricula; Deconstruction; Direct Instruction; Documentaries; Documentary films; Educational Benefits; Educational Practices; Educational technology; Electronic Equipment; Grammar; Knowledge; Language; Learning; Linguistic Theory; Literacy; Metalinguistics; National Curriculum; Semantics; Semiotics; Students; Teaching Methods; Writing
• ISSN: 1175-8708; 2059-5727; 1175-8708
• DOI: 10.1108/ETPC-11-2017-0161

Purpose This study aims to seek to demonstrate how explicit teaching of SFL metalinguistic and multimodal “grammars” enhanced 8-9-year-old children’s deeper understanding and production of multimodal texts through critique of the construction of mini-documentaries about animals: the information, language of narration, composition of scenes and resources to engage the viewer. It also seeks to demonstrate how a knowledge of metalinguistic and multimodal “grammars” contributes to students achieving both content knowledge and understanding of the resources of semiotic modes. Design/methodology/approach A design-based approach was used with the teacher and author working closely together to implement a unit of work on mini-documentaries, including explicit teaching of the metalanguage of information reports, mini-documentary narration (aka script) and multimodal resources deployed to scaffold students’ creating their own mini-documentaries. Findings The students’ mini-documentaries demonstrate how knowledge of SFL written and multimodal SFL-informed “grammars” assisted students to learn how meaning was created through selection of resources from the written, visual, sound and gestural modes and apply this knowledge to creating multimodal texts demonstrating their understandings of the topic and how to make meaning in a multimodal mini-documentary. Research limitations/implications The research is limited to the outcomes from one group of students in one class. Generalisation to other contexts is not possible. Further studies are required to support the results from this research. Practical implications The linguistic and multimodal SFL-informed grammars can be applied by educators to critique multimodal texts in a range of mediums and scaffold students’ production of multimodal texts. They can also inform assessment criteria and expand students’ conception of what is literate practice. Originality/value Knowledge of a linguistic and multimodal metalanguage can provide students with the tools to enhance their critical language awareness and critical multimodal awareness.