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Building a Metalanguage for Interpreting Multimodal Literature: Insights from Systemic Functional Semiotics in Two Case Study Classrooms
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Macken-Horarik, Mary – English in Australia, 2016
English is an already crowded curriculum and the incursion of multimodal literature puts it under increased pressure. How do teachers and students learn to understand and deploy tools of analysis that shed light on verbiage and images without becoming entangled in a complex and crowded analytical language? Is it possible to develop a metalanguage…
Descriptors: Metalinguistics, English Curriculum, Literary Criticism, Semiotics