Learners resignify the curriculum through the creation of meaning with different resources such as drawings, diagrams, writing and speech. The multimodal approach allows us to describe semiotic literacy as situated learning to represent and communicate, in this case, curricular knowledge. This research characterizes the semiotic school productions of 3rd, 6th grade of primary and 1st grade of secondary school in social studies lessons in a public school (Chile). From an audiovisual corpus, the Multimodal Discourse Analysis makes visible the semiotic production opportunities offered by teachers to their learners, conceptualized as design and execution.
|Translated title of the contribution||Semiotic production opp ortunities in the classroom. A sociocultural and multimodal perstective|
|Number of pages||24|
|Journal||Literatura y Linguistica|
|State||Published - 2016|