Reading with Eyes Wide Open: Reflections on the Impact of Multimodal Texts in Second Language Reading

Miguel Farias; Paul Abraham

doi:10.17533/udea.ikala.v22n01a04

Authors

Miguel Farias University of Santiago, Chile https://orcid.org/0000-0002-9202-7053
Paul Abraham Simmons University

DOI:

https://doi.org/10.17533/udea.ikala.v22n01a04

Keywords:

sociosemiotic landscape, multimodal texts, second language reading, literacy

Abstract

In the context of what has been called a new socio-semiotic landscape in communications, this article explores how the reading of multimodal texts demands a change in literacy practices and reflects on the impact of these changes on second language reading. We review the literature that has attempted to incorporate multimodal texts in the discussion of second language reading and evaluate it in light of the practices second language readers engage in when comprehending multimodal texts. Implications of this transition from understanding reading as an individual, text-based and univocal activity to approaching it as literacy practice are included. We finish with reflections and conclusions derived from such explorations.

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Author Biographies

Miguel Farias, University of Santiago, Chile

Full Professor of Applied Linguistics at the Faculty of Humanities, Universidad de Santiago de Chile. Research interests include critical discourse analysis and multimodality.

Paul Abraham, Simmons University

BA, Romance Languages and Education, Boston College, Ed.M., TESL, Boston University, Ed. D. Reading and Language, Harvard University

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