Reading Multimodal Texts Through A Narrative Theory Framework

Abstract

Narratives are traditionally associated with the printed word. On the other hand, when visuals are introduced in a classroom context, the printed word often tends to be left out of the discussion with most attention focused on the illustrations. For multiliteracy development and a deeper understanding and appreciation of multimodal texts, the reading of such texts could entail a process where learners 'mirror' print texts and illustrations simultaneously. This paper examines the changing landscape of literacy teaching and learning in ESL and EFL classrooms. It discusses the nature and key issues related to reading multimodal texts. It also introduces a binary-reading process in which multimodal texts can be analysed through a modified narrative theory framework. It defines the various components of the framework and demonstrates application, ultimately addressing the subject of what constitutes appropriate and effective literacy pedagogy for changing times. 1. INTRODUCTION When visuals are introduced in an ESL or EFL classroom context, often the printed word text gets ignored and attention is focused on the illustrations found in multimodal texts. By the same token, when narratives are introduced to learners, the illustrations often take a backseat. This is not surprising as the term narrative is commonly associated with the printed word (Bearne, 2003; Chan & Chia, 2014). Perhaps in the search for a deeper understanding of multimodal texts and development in multiliteracy, the reading of these texts can be a process where learners 'mirror' read words and illustrations (word-sign integration) simultaneously. This is done via a binary-reading process we call the modified narrative theory framework. As underscored by Anstey and Bull (2006, 2010) and Simpson (2004), oral and written narratives are used as ways of talking about and investigating literacy and literacy development. Picture books and stories can be used to introduce learners to ways of processing print and non-print information simultaneously – a skill which could prove useful for the learners in the future. This paper discusses the issues surrounding the reading multimodal texts. It proposes that multimodal texts be analysed through a modified narrative theory framework. It defines the various components in the proposed framework and concludes with sample questions and application of one component of the framework on a multimodal text.