Análise crítica e multimodal de imagens usadas em livros didáticos de língua inglesa
This article aims to analyze images used in English language teaching textbooks under a critical and multimodal perspective in order to verify if the images contemplate global and regional aspects, and which ideologies and hegemonies may be favored or transmitted by the images. Besides, it also disc...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Institución: | Universidade de Brasília (UnB) |
| Repositorio: | Revista Horizontes de Linguística Aplicada |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/19952 |
| Acceso en línea: | https://periodicos.unb.br/index.php/horizontesla/article/view/19952 |
| Access Level: | acceso abierto |
| Palabra clave: | Textbooks English language Images Multimodality Livros didáticos Língua inglesa Imagens Multimodalidade |
| Sumario: | This article aims to analyze images used in English language teaching textbooks under a critical and multimodal perspective in order to verify if the images contemplate global and regional aspects, and which ideologies and hegemonies may be favored or transmitted by the images. Besides, it also discusses how they can influence the teaching and learning process of a second language and how the ideational, interpersonal and textual aspects are filled. A comparative analysis of chapters of two textbooks widely used in Brazil was made. Results indicate that there is a concern of the authors of English language textbooks to represent global themes, to value regional aspects and to use images able to promote respect for differences and social inclusion, besides helping the students in understanding the text and inserting them into the universe presented in the lessons. |
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