Nóra Wünsch-Nagy

• PhD
• Assistant Professor at Eötvös Loránd University

This reflection focuses on the integration of a museum visit into a higher education course for the purpose of teaching multimodality in an embodied way. Informed by the social semiotic approach to multimodality, the course aims to help students critically interact with multimodal texts using multimodal concepts. In this pedagogical process, exhibi...

This reflection focuses on the integration of a museum visit into a higher education course for the purpose of teaching multimodality in an embodied way. Informed by the social semiotic approach to multimodality, the course aims to help students critically interact with multimodal texts using multimodal concepts. In this pedagogical process, exhibi...

Reflective practice in teacher education demands the careful observation of different learning situations, often without making expectations explicit for pre-service teachers. Drawing on the concept of semantic waves from Legitimation Code Theory (LCT), i.e., shifts between everyday and more technical knowledge, this chapter reports on a genre-base...

Teacher trainees need to be prepared to respond to a range of social issues in their future roles, and helping them face this challenge has become an important aspect of teacher education. One way of addressing this pedagogical task is working with authentic texts in real-life situations. My approach to exploring important issues was the integratio...

While conducting my doctoral research on designing a course on multimodal literacy development for English majors and teacher trainees, I faced two challenges in terms of working with LCT. First, no one in my environment was familiar with LCT, and I had to convince my supervisors and professors that the working with LCT will make my dissertation mo...

Art students and artist teachers in higher education are expected to have excellent visual literacy skills and wide-ranging knowledge within the visual arts. However, such knowledge remains a pressing expectation often without explicit development in art courses that focus mostly on artistic design and creation. Thus, both art teachers and students...

This thesis reports on research whose aim is to explore the possibilities of multimodal literacy development in higher education L2 contexts. Our meaning-making practices have always relied on a variety of modes such as writing and image on the page, moving image and sound on the screen, and speech, gesture, gaze and posture in embodied interaction...

A social semiotic multimodal approach to reading wordless picture books.

In this case study, undergraduate English major students and pre-service teachers were asked to write reviews of two exhibitions they visited as part of a course on multimodality and social semiotics. At the beginning of the course, students struggled to distinguish between and produce this genre, writing personal reflections and failing to connect...

University students are often expected to interpret and produce multimodal texts during their studies. However, their multimodal literacy is rarely developed explicitly and students often lack the language and the knowledge to talk and write about multimodal experiences. Such expectations demand knowledge and skills to approach multimodal texts in...

This article describes a visit to the exhibition CSÁTH The Death of the Magician at the Petőfi Literary Museum in Budapest in the context of a university course for pre-service teachers of English. The course itself focused on multimodal social semiotics and visual arts to equip students with confident knowledge and skills to use with a wide range...

University students in English Literature and Language teacher education programs are often expected to engage with a wide range of digital texts during their studies and teaching practice. They are often seen as knowers with intrinsic digital knowledge at hand. However, there is a need for multimodal literacy development to equip students with a t...

University students are often expected to interpret and produce multimodal texts during their studies, however, their multimodal literacy is rarely developed explicitly. These students often lack the language and the knowledge to talk and write about their multimodal experiences. As an English language teacher, researcher and editor I noticed the n...

The aim of this study is to explore the creative and editorial process of making illustrated picture books for language learners. A series of questionnaires and qualitative interviews wereconducted based on the assumption that reading materials created for language learners differ from those aimed at native speakers of a language. Another assumptio...