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Developing EFL Students’ Multimodal Communicative Competence Through Lady Whistledown’s Society Papers: A Teaching Proposal
Desarrollo de la competencia comunicativa multimodal de estudiantes de inglés gracias a Lady Whistledown: una propuesta didáctica
DOI:
https://doi.org/10.15446/profile.v26n1.107896Keywords:
digital communicative competence, gamification, multimodality, remediation (en)competencia comunicativa digital, ludificación, multimodalidad, remediación (es)
This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students’ multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown’s Society Papers in Julia Quinn’s novel The Viscount Who Loved Me (2000), her appearances as narrator in the Netflix series Bridgerton (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students’ multimodal communicative competence.
Este artículo se centra en la incorporación de elementos multimodales en la clase de inglés para mejorar el desarrollo de las competencias comunicativas multimodales, las alfabetizaciones múltiples y las destrezas del siglo XXI del alumnado. Para ello, se elaboró un corpus basado en las revistas de sociedad de Lady Whistledown en la novela de Julia Quinn El vizconde que me amó (2000), sus apariciones como narradora en la serie de Netflix Bridgerton (2022) y algunos tuits del perfil @Bridgerton. Este corpus sirvió para diseñar una propuesta didáctica ludificada. Finalmente, se presenta un análisis crítico cuyos resultados confirman la viabilidad de esta propuesta para desarrollar la competencia comunicativa multimodal.
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