Multimodality in English medium higher education

Abstract

This chapter examines the multiple semiotic resources involved in classroom interaction in an English Mediated Education in Multilingual University Setting (EMEMUS). Taking a socio-constructivist perspective on learning, multimodal conversation analysis frames the study of an interaction sequence in which professionally-related practical skills for physical therapy are taught. Sequential analysis focuses on aligning actions and alignment. The results show that multiple semiotic resources such as plurilingual practices, gaze, gesture, proxemics, and manipulation of the body of a participant are involved in the co-construction of meaning. The findings indicate that, aside from focusing on target language, the design of effective training and equitable certification processes for EMEMUS should include multimodal and plurilingual aspects.