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The meaning of multimodal text can only arise considering the interaction between the modes, in our case verbal and pictorial. And in this way we also analyse the samples of the texbook(s).

But how do we read this kind of the text, pictures and verbal separately? Where do we start?

So: What is the reading path like?

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Rights are not available to everybody

Paragraph I

People [who live in poverty] have less rights then others.

evaluation

3

Rights are not availableto all children of the world. Less rights have those who live in poverty.

4

Rights are not availableto all children of the world. Less rights have those who live in poverty.

People who live in poverty have less rights then others.

Pictorial – semantically bounded by lexeme poverty (lexical recurrence, Cohesive function)

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The relation between verbal and pictorial: the pictorial supplements the verbal,

and concretises the message expressed in clauses with relational process (which sounds quite abstract)

by bounding the meaning of pictorial with the lexeme (poverty, expressing evaluation that arises from socio-cultural context) that carries the core information of the paragraph.

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But excluding the Slovene social context from the text

• the Slovene pupils - who are the addressees - get the information from the pictorial interacting with the verbal that there is no poverty at all in Slovenia, but only elsewhere.

• Which of course is a very misleading information, and creates

stereotypes.

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LEARNING ACTIVITIES Phases of learning activities (Rose, Martin 2012):

• prepare, focus, task, evaluate, elaborate, (Rose, Martin 2012: 11).

Preparation demands teacher’s work on text to be read in class. (Reading the texbook and finding the unknown words to be explained, lexical signals to infer, notions, new knowledge that student would have

to learn) Focus specifies the task for the learner. (Teacher’s questions)

Task (Student’s work, unswer) – the core of learning activities

Evaluation (Teacher’s estimation of student’s task, correction, mainly positive and supportive evaluation to encourage the student ‘s acquisition)

Elaboration (Teacher elaborates the answer so as to use it as a

kind of explanation, definition).

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CLASSROOM DISCOURSE - Communication scheme (adapting R. Jakobson)

reference (CURRICULUM) competences,

skills CONTEXT

LEARNING ACTIVITIES

teacher student

semiotic mode – language

metalanguage, technical terms

textbook

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Focus

Choosing the information (message) that teacher will put in the “focus” means that teacher leads and directs students’ understanding of the text.

Teacher follows the curriculum and points out the notions in the text that should be learnt, but first he/she has to find out whether the students have understood the text.

Rights are not available to everybody, Paragraph I > Asking questions.Traying to prevent the acceptance of the message as astereotype, we could first show to the students the plainphotography, without the label that bounds the meaning.What does the photo represent?

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• The task for the students of the Faculty of Education and the Faculty of Humanities (about 130 students).

»slums«, children playing, barracks settlement, despite poverty happy children, children exchanging something, poor settlement, children are playing, not even one answer speaks about the abuse of children’s rights.

• A group of primary school teachers (in a life-long learning programme (FE)) answered loudly and simultaneously: poverty, rights are not available to poor children.

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Focus on a) the text structure, b) new words, c) meaning-making, d) cohesion of the text, e) the notion and the location of poverty

Tasksa) What attracted your attention first? Where do we start

reading on this page? Why do you think so?b) How would you explain available? And poverty? Which other

words that express poverty do you remember?c) Which photo is connected with the words that speak about

poor people? d) Why do you think so? c) Please show us all the elements in the text that speak about poverty.

d) By what means are the photo and words linked?e) Can you recognise where (what country) the poor children

with no rights live? What rights the poor children don’t have? Have you noticed something like this in our country as well?

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EvaluationIn this phase teacher helps students to (fill in the

“gap”) infer information from outside the text: general knowledge, personal experiences, other text. (Encourages students to use the inferences)

And encourages students to try to find the right answer by himself/herself.

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Final thought

The techniques we were dealing with help student to communicate, to express his/her own opinion, point of view, to develop logical thinking within the discipline, to develop critical thinking and last but not least to learn things actively and withought “gaps”.

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Using reading comprehension (decomposing text with questions that point at the characteristics of review) a technique to acquire new knowledge about the structure

of a review

STARC, Sonja (2000): Bralno razumevanje [Reading comprehension]. V: IVŠEK, Milena (Ed.). Bralna sposobnost ima neomejene možnosti razvoja : zbornik Bralnega društva Slovenije, Postojna, november 1999. 1. natis. Ljubljana: Zavod Republike Slovenije za šolstvo. 115–129.

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References

• HALLIDAY, Michael A. K., MATTHIESSEN, Christian M. I. M. (2004): An Introduction to Functional Grammar. London: Arnold.

• Halliday, M. A. K. (2004): The Language of Science. New York, London: Continuum. • HOEY, Michael (2001): Textual Interaction. An Introduction to Written Discourse Analysis.

London, New York: Routledge.• KRESS, Gunter, van LEEUWEN, Theo (72005): Reading Images. The Grammar of Visual

Design. London, New York: Routledge. • MARTIN, J. R., ROSE, D. (2008): Genre Relations. London, Oakville: Equinox.• Rodela, Martina (2011): Vloga slikovnega v medosebni metafunkciji učbeniških besedil za

slovenščino kot tuji jezik na začetni ravni : diplomsko delo. Koper: UP PEF.• ROSE, David, MARTIN, James R. (2012): Learning to Write, Reading to Learn. Sheffield:

Equinox.• STARC, Sonja (2000): Bralno razumevanje [Reading comprehension].

V: IVŠEK, Milena (Ed.). Bralna sposobnost ima neomejene možnosti razvoja : zbornik Bralnega društva Slovenije, Postojna, november 1999. 1. natis. Ljubljana: ZRSŠ. 115–129.

• STARC, Sonja, (2009a): Časopisna oglaševalska besedila, reklame : struktura in večkodnost. (Newspaper advertisements: their structure and multimodality). Knjižnica Annales Majora. Koper: UP ZRS, Založba Annales, ZDJP, PEF.

• STARC, Sonja (2009b): Večkodnost in zgradba učbeniškega besedila. V: Vintar, Jelka (ur.). Razmerja med slikovnimi in besednimi sporočili : zbornik Bralnega društva Slovenije [ob 8. strokovnem posvetovanju], Ljubljana, 8. septembra 2009. 1. izd. Ljubljana: Zavod Republike Slovenije za šolstvo. 45-62.

• STARC, Sonja (2011): Zmožnost dekodiranja večkodnih besedil kot sestavina besedilne pismenosti. Medved-Udovič, Vida (ur.), Cotič, Mara (ur.), Starc, Sonja (ur.): Razvijanje različnih pismenosti. Koper: Knjižnica Annales Ludus, UP.

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B) Science and Technical Education

Nervous systemBrain and nerves

18Structured, spatial; Pictorial – gives objective view

meaning of pictorial – bounded by lexemes

Nervous systemBrain and nerves

Observe the picture and reflect.Write down in the workbook and answer the tasks on p. 16 task 1, on p. 77 tasks 2 and 3.

Sensations

Rhythm

Hearing

Creativity

Sight

Smell and taste

Language

Logic

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• 1. All over our body, there are are spread nerves.

• (Lack of an important information: Nerves transmit information. No task about it in work-book.)

• 2. Message goes in two directions: from the body into the spinal cord and brain, and from the brain and spinal cord in the body.

• 3. The message that we stepped on the thorn comes into the spinal cord and brain in less then a second.

• 4. Sense organs receive the messages about the environment in which we live. Nerves bring messages into spinal cord and brain.

• 5. Brain identifies the data and prepares a response of the body to the environment.

Relational attributive process (cl. 1)

Material process (cl. 2-5)

Interaction: illustrative + supplement

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Interaction between pictorial and verbal

• In relation to the verbal instruction - the pictorial has the function of the source of information and the stimulus to learn more about the topic.

• In relation to the verbal bellow (which does not speaks about brain and its centres, but about nerves in our body), the pictorial has the function of supplement.

• The cohesive element is the topic about nerves being the transmitters of information (human feelings) into brain (and spinal cord).

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• Nadgrajevalno -slikovno razširja informacije, sporočene z besedami.

• Slikovno lahko tudi vrednoti, kar je sporočeno z besednim in s tem ustvarja neko distanco (humor).

Vir: Moja slovenščina 5, str. 56