EMERGING ASSESSMENT PRACTICES IN MULTIMODAL TEACHING PEDAGOGY IN ENGLISH LANGUAGE TEACHING

Sejal Harbhadrasinh Sarvaiya

doi:10.29121/shodhkosh.v2.i2.2021.4671

Authors

Dr. Sejal Harbhadrasinh Sarvaiya Assistant Professor in English, Department of Science & Humanities, Vishwakarma Government Engineering College, Gujarat Technological University, Ahmedabad, Gujarat, India.

DOI:

https://doi.org/10.29121/shodhkosh.v2.i2.2021.4671

Keywords:

Multimodal Pedagogies, Mode, Student Centered Approach, Identity, English As Second Language (Esl), Learner Investment, Autonomy, Inclusive And Mixed Ability Classroom.

Abstract [English]

Second language learning process is intricate and contemporary research in multimodality can provide direction to teachers and policy makers to have more inclusive ESL classrooms. An unparalleled surge of interest and activity has been observed in research and practice in the field of multimodality in English language learning in recent times. The inter weave of digital technology with language teaching has exhibited results related to rewarding learning experiences. Availability of abundant research data on benefits like creating audience and genre awareness, improved motivation level of learners and investment in language learning, identity development, multimodal communicative proficiency and second language competence has established multimodal teaching pedagogy as a vital approach in changing times. In addition, it has helped create learner autonomy. One of the challenging aspects for the successful implementation of multimodal pedagogy is related to preparing an assessment framework. This article offers useful insights into the assessment framework of multimodal Pedagogy in Context of English Language Classroom and its effects on learners as well as its implications for teachers.

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