Functional diversity and the multimodal listening construct
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https://doi.org/10.1080/08856257.2019.1581402 |
Metadatos
Título
Functional diversity and the multimodal listening constructAutoría
Fecha de publicación
2019Editor
Taylor & FrancisCita bibliográfica
CAMPOY CUBILLO, Mari Carmen (2019). Functional diversity and the multimodal listening construct. European Journal of Special Needs Education, v. 34, issue 2, p. 204-219Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.tandfonline.com/doi/abs/10.1080/08856257.2019.1581402Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Genuine instances of communication are multimodal in nature. Thus, important aspects of effective communication such as gestures, facial expression, visual context, or interpersonal distance, are usually present in ... [+]
Genuine instances of communication are multimodal in nature. Thus, important aspects of effective communication such as gestures, facial expression, visual context, or interpersonal distance, are usually present in listening events and participate in the communicative act, creating a given multimodal message.
The Common European Framework of Reference for Languages places an important and active role for listening skills within the communicative activities that language learners need to develop. A number of situations are described in the framework, including understanding interaction between native speakers, listening as a member of a live audience, listening to announcements and instructions, listening to radio and audio recordings and watching TV, film and video. However, this framework will not be complete until we consider the principles of Universal Design where all students are included and work towards making learning goals possible for diverse students.
This article defines the listening construct from a multimodal perspective so that different abilities needed to understand and work with a variety of communicative modes form part of the listening construct definition. This implies reflecting on how the definition of the construct considers students with special needs and their perception and understanding of the different modes as part of the listening construct [-]
Publicado en
Journal European Journal of Special Needs Education (2019), v. 34, Issue 2Proyecto de investigación
Education and Innovation Research Project: Proyecto de Innovación Educativa Universitat Jaume I, 3254/16 Special needs curricular adaptation in an ESP context.Derechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/restrictedAccess
info:eu-repo/semantics/restrictedAccess
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