Acceso usuarios
RAE de Hong Kong (China)
In this commentary I will suggest, based on the insights offered by the contributors of this special issue, four foundations that future conversations about multimodal pedagogies and teacher preparation for multimodal pedagogies and literacies should rest upon and reference to, namely taking multimodal pedagogies as (1) embodied (what multimodal pedagogies are for and what they can enable teachers to do in relation to body, movement, and position), (2) place-based (how multimodal pedagogies develop out of and connect to social places, contexts, and communities), (3) fractalized (how multimodal pedagogies can be patterned and sustained over time and space), and (4) composing-mediated (how multimodal pedagogies, and how teacher learning of multimodal pedagogies can be achieved through digital multimodal composing with emerging AI technologies). These four aspects clearly specify the ways and design choices for bi/multilingual teachers to prepare themselves for multimodal pedagogies in CLIL/EMI classrooms.
