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Amundrud, Thomas, Azaoui, Brahim, Cremona, George and Sidiropoulou, Charalampia (2025) Editorial: Multimodality in face-to-face teaching and learning: contemporary re-evaluations in theory, method, and pedagogy. Frontiers in Communication, 10. pp. 1-3. ISSN 2297-900X
Sites of teaching and learning have long been a concern in the study of multimodality because of the impact education has on the production of future social subjects and the individual and collective potentials they embody. As such, it is incumbent upon teachers and researchers in education to take into account the impact that modes such as gesture, gaze, image, and the use of classroom space have in teaching, both independent of and in conjunction with spoken or written language. For instance, in one early multimodal classroom study, Kress et al. (2005) examined the multimodal structuring of knowledge in subject English at three state secondary schools in London, and found that image, gesture, and the use of classroom space communicated curricular elements which would be impossible in speech or writing alone. Other work on classroom multimodality of note includes de Silva Joyce and Feez's (2018) collection of studies, primarily from the pioneering social semiotic approach inspired by Kress and van Leeuwen (1996), containing chapters examining the classroom role of a range of modes, from gesture, to gaze, music, and design.
Available under License Creative Commons Attribution 4.0.
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