Volume 13, Issue 3

Professors teaching different disciplines at a university in Canada received an email invitation to fill-out an online questionnaire where they could reflect on and express their opinions about the pedagogical and communicative roles of the body during their lectures. The questionnaire was divided into two parts: one asking professors to comment on their own body language; the other inquiring about professors’ perception of their students’ body language usage. This article is specifically focused on the second part of the survey, where professors reacted to questions concerning awareness of students’ body language during classes held in-person and online. In investigating the perceived salient functions attributed to students’ body language, this study values multimodal competence, embodied communication, and it informs the concept of immediacy in the relationship between students and professors at the university level.

This study explores ideological representations in the online images of the Oduduwa secessionist movement in Nigeria from a multimodal critical discourse analytical framework. The data, which comprise selected internet images obtained from the Facebook and Twitter accounts of the group, were qualitatively analyzed. The findings reveal that the images are ideologically designed to resist the Nigerian nation, call for the Yoruba nation, signal membership polarization, construct an Oduduwa national identity, construct the betrayal of the Yoruba nation, accentuate violence in Nigeria, and delegitimize the Nigerian nation. We argue that these discursive strategies are used to project resistance as well as radical and secessionist ideologies, which appear to be typical of secessionist organizations around the world. Additionally, this article sheds light on the paramount significance of ethnic identity in the organizational dynamics of resistance groups operating within the Nigerian context.

Due to the diverse roles that songs play in films and the growing need for movie distribution in various languages and cultures, the challenge of translating film songs from one language to another has become formidable. This research aims to apply the multimodal three-dimensional model proposed by Cui and Wang (2022. Film song translation: Verbal, vocal, and visual dimensions: On the Chinese translation of Amazing Grace in the film Forever Young. Babel 68(4). 565–585) to analyze the Arabic dubbed version of the 2016 film song “The Bare Necessities.” The analysis revealed that, verbally, the Arabic dubbed version of the song maintained the gay emotional tone and length but made adaptations to the information, metaphors, and images used in the source. Vocally, similar to the English source song, the Arabic dubbed version did not adhere to 1 m and has a 4/4 time signature, aligning with the catchy melody and reinforcing the song’s theme of embracing simplicity and savoring life’s essentials effortlessly. Finally, visually, the analysis showed that the Arabic dubbed version matches the plot, characters and background pictures on the screen. The study contributed by incorporating a visual analysis of songs, adding camera elements, namely camera movement and shot size, to gain a better understanding of the scenes under analysis. The use of over-the-shoulder shots created a sense of conversation that complements the duet, and the pan right and left during dancing added a vividness that matches the verbal gay tone and vocal lightness of the song. This finding, considering visual camera elements, can be regarded as a suggested revision to the original multimodal framework introduced by Cui and Wang. Further implications are discussed.

This study aims at observing the co-occurrence of filled (FP) and unfilled pauses (UP) and gestures in the narratives of children with and without Developmental Language Disorder (DLD). Although children with DLD are known to be more “disfluent” than typically developing children (TD), little is known about the role of pauses in children’s speech and their interaction with gestures. 22 French-speaking children with DLD and 22 age- and gender-matched controls, between 7 and 10, recounted a cartoon excerpt. We annotated pauses and their position in utterances, and we coded gestures according to their function. Despite a similar pausing rate across groups, results show that TD children produced more utterance-beginning FPs and more mid-utterance UPs, while children with DLD produced more standalone FPs and mid-utterance UPs. Furthermore, multimodal patterns of co-occurrence, specific to pause type, emerged. While both groups had similar gesture rates and produced mostly referential gestures, TD children produced slightly more beat gestures during FPs and more self-adaptors and pragmatic gestures during UPs. Children with DLD produced more referential gestures and object-adaptors during UPs. These differences point to the temporal relationship between gestures and pauses and the multiple ways these two phenomena may interact according to the child’s profile.

Tupas and Lorente (2014. A ‘new’ politics of language in the Philippines: Bilingual education and the new challenge of the mother tongues. In Peter Sercombe & Ruanni Tupas (eds.), Language, education and nation-building: Assimilation and shift in Southeast Asia , 165–180. New York: Springer) contended that “the politics of language in the Philippines always featured the tension between English on the one hand and the vernacular languages on the other.” But how exactly does this language dynamic manifest itself in the linguistic landscapes (LL) of the Philippines? To explore this question, this paper conducted an exploratory LL analysis of Intramuros, the famed “Walled City” of Manila, using Scollon and Scollon’s (2003. Discourses in place: Language in the material world . London: Routledge) place semiotics and Ben-Rafael et al.’s (2006. Linguistic landscape as symbolic construction of the public space: The case of Israel. International Journal of Multilingualism 3(1). 7–30) top-down and bottom-up sign classification. It found that English-based signs are used to accommodate a global audience, i.e., foreign tourists, whereas Filipino-based signs are used to police and regulate the behavior of residents and, to a certain extent, local tourists. To conclude, it argued that by looking at its linguistic landscape, historical districts like Intramuros articulate beliefs and assumptions on language that, in turn, make them deeply political and ideological sites.

This study explores temporal aspects in tourism discourse across modes, languages and cultures, focusing on translated texts in German, Italian, French, English, and Spanish. Tourism communication, a persuasive force promoting destinations, constructs authentic experiences for potential tourists. Beyond promotion, it reflects a societal practice shaping tourist identities and destination cultures. The translation of tourism texts involves considerations of cultural values and multimodal representations, seeking to transfer the unique selling proposition effectively. Existing research has analyzed trigger words, interlingual strategies, and cultural representations, but a gap exists in understanding the translation of temporal aspects. This paper investigates the multimodal representation, promotion, and transfer of temporality in tourism texts, contributing to contrastive and multimodal research in tourism communication. Key questions addressed include how elements from different modes contribute to the unique selling proposition, how the advertising message is conveyed in a multimodal coherent way, and which temporal aspects are translated and adapted in the target language. The present paper sheds light on the intricate interplay of language and image in conveying the temporal dimension of tourist experiences across diverse linguistic and cultural contexts.

This study demonstrates how a red-tagging post on the community pantry movement in the Philippines performs its affective work of hate through the use of diverse modes of meaning-making (composition, representation, and language). It does so by employing a semiotic approach that integrates a multimodal framework that is attentive to materiality and an affective approach to discourse studies. The analysis traces and reveals different affective affordances of the semiotic resources in the chosen red-tagging post. Overall, the study sheds light on how red-tagging practices – in this case, in the form of a poster/Facebook post – are strategically semioticized, thus contributing to a larger political project of constructing an affective discourse of hate against the community pantry movement.

Digital humor expressed through memes plays a vital role in facilitating social interaction in online environments. This paper reports on age and gender-related differences in multimodal digital meme humor from users aged 14 to 93. Its aim is to investigate how visual and textual elements, psychological humor types and digital humor types vary among smartphone users of different age and gender groups. The multimodal corpus was compiled from memes that were shared by 250 BA English and senior citizen students at a German university and their relatives and friends. The memes were annotated with the Covid-19 topic (e.g. lockdown, mask requirement, vaccination) and the sources of visual origin (e.g. cartoon characters, animals, politicians). Also, a previously non-multimodal psychological humor framework (Martin, Rod A., Patricia Puhlik-Doris, Gwen Larsen, Jeanette Gray & Kelly Weir. 2003. Individual differences in uses of humor and their relation to psychological well-being: Development of the Humor Styles Questionnaire. Journal of Research in Personality 37(1) 48–75) was applied to the memes. To determine the linguistic multimodal digital humor types, Vásquez, C. 2019. Language, creativity and humour online . London). Terminology was employed for annotation. The statistical analysis reveals only slight gender differences concerning all variables. Significant differences were found concerning both multimodal humor frameworks, language usage, canvas and humor themes across all age groups. The interconnectedness of the codes is captured in a qualitative analysis of select memes to underscore the semiotic dynamics of multimodal humor.

The journey from a novice to an established educator is fraught with challenges that significantly impact the development of a professional identity. This study examines the experiences of novice university English language teachers in China, focusing on Caroline, an early career teacher who navigates the challenge of navigating a high power culture and integrating into established teaching communities. Employing Multimodal (Inter)action Analysis (MIA), this research offers a nuanced examination of the interplay between Caroline’s imagined and practiced identities. The findings reveal the complexities of her identity formation, highlighting struggles with exclusion, resistance from senior colleagues, and the reconciliation of her aspirations with professional realities. The study advocates for a comprehensive approach to teacher training and support, emphasizing the need for emotional resilience, personal growth, and the integration of theory with practice. It suggests targeted mentorship, the creation of supportive ecosystems, and the adaptation of educational policies to better prepare novice educators for the multifaceted challenges of the teaching profession. This case study contributes to the global discourse on teacher identity formation, offering insights that can inform the development of more effective support structures for novice teachers, thus enhancing the quality of education.

Multimodal (inter)action analysis offers a powerful and robust methodology for the study of action and interaction between social actors, their environment, and the objects and tools within. Yet its implementation in the analysis of synchronous multimodal online data sets, e.g. (inter)actions via videoconferencing, is limited. Drawing on our research in understanding teacher-learner (inter)actions in instruction-giving fragments in synchronous multimodal online language lessons, we describe and illustrate the ways in which we adapted and extended some of the methodological and analytical tools. These include (1) the use of a grounded theory approach in delineating and identifying higher-level actions, (2) the embodiment and disembodiment of frozen actions, (3) electronic print mode, (4) semiotic lag, (5) semiotic (mis)alignment, (6) modal density (mis)alignment, and (7) how modal density can be achieved by brisk modal shifts in addition to through modal intensity and complexity. We conclude by a call for further educational research in online teaching platforms using the framework to have richer understandings of the (inter)actions between social actors with particular roles and identities (teachers-learners), their environment, and the objects and tools within, which bring their “own material properties, feel and techniques of use, affordances and limitations” (Chun, Dorothy, Richard Kern & Bryan Smith. 2016. Technology in language use, language teaching, and language learning. The Modern Language Journal 100. 64–80: 65).