The use of multimodality in the teaching and learning of imaginative composition in a form two secondary school classroom –an action research
Date of Award
11-2019
Document Type
Dissertation
Degree Name
Master of Education (MEd)
First Supervisor/Advisor
Dr. Jane Rarieya
Second Supervisor/Advisor
Dr. Fortidas Bakuza
Department
AKU-East Africa
Abstract
Various technological, cultural and social changes continue to shape how communication and meaning is delivered in classrooms. Due to these changes, language is no longer the preferred mode of communication, representation and meaning making. Hence, there is an increasing demand for educational content to be delivered using different modes. Further, the new ways of learning have compelled education practitioners to re-think their pedagogical choices and practices in order to cater for the learning needs of all the learners in class. Due to this, multimodality has attracted immense scholarship in the educational circles. Through this scholarship, many scholars have indicated how multimodality is the new communicational approach in classrooms and they continue to vouch for its use in teaching and learning of English as a Second Language (ESL). This has further seen many teachers of language, especially English, use it differently to teach different areas in English language. Further, literature from different contexts continue to show how English as a Second Language can be learnt through the use of multimodality. In this study, I set out to explore how using multimodality facilitates the teaching and learning of imaginative writing. Drawing from other scholars who did similar studies on multimodality as literacy pedagogy, I adopted an action research design and qualitative methods of data collection. The study involved 47 form two learners and 1 teacher of English in a rural public secondary girls’ boarding school. Findings from the study indicate that multimodality transforms the teaching and learning of imaginative compositions. Moreover, through multimodality learners begin to discover their identities as writers and are motivated to learn in unprecedented ways. However, much as multimodality has its own benefits in the educational settings, there are challenges linked with its use. In this regard, education practitioners need to understand these challenges so as to ably address them.
Recommended Citation
Philemon Righa Mwanguwe. (2019). The use of multimodality in the teaching and learning of imaginative composition in a form two secondary school classroom –an action research (Unpublished Masters Thesis). Dar es salaam: Aga Khan University