Literacy and multimodality in english teaching: Practices in technical and technological courses

Abstract

This article aims to show teaching practices in English classes developed in technical and technological courses, to later discuss concepts of literacy and multimodality. The theoretical approaches regard Greimas e Courtés (2008), Dionísio (2006), Kern (2000), Kress (2010) e Kress e Leeuwen (1996) perspectives. Activities were developed in English classes of Chemistry Technical Course and Systems for Internet. For that, many reading strategies in different supports and modes were used, also video production with software, apps, and internet tools, containing subtitle in English and audio recorded by the students. The results were significant because besides showing skills with technological tools, the students used the written text, image, graphical elements, sound and speech. Therefore, from reception practices involving literacy, there were productions that constituted a multimodal semiotic system.