Multimodality in face-to-face teaching and learning : contemporary re-evaluations in theory, method, and pedagogy

Abstract

The goal of this Research Topic is to explore ways in which authors seek to answer any of the following four areas of concern:

• How can multimodal encounters in face-to-face teaching and learning contexts be re-evaluated, and how can pedagogical interventions address modes other than language which are often still overlooked in pre-service teacher training?

• As multimodality is ever-growing in theory and practice, which multimodal pedagogical approaches adopted in face-to-face teaching and learning contexts need to be re-discovered?

• In teaching/learning contexts in which face-to-face learning continued during the COVID-19 pandemic, in what ways have multimodal teaching and learning practices changed in response to the pandemic, and how are these changes still embodied now?

• What multimodal practices of online pedagogies have been adapted to post-pandemic face-to-face teaching, and how do their affordances inscribe their effects on the embodied classroom?