Book review. Domínguez Romero, E. et al. (2023). Rethinking Multimodal Literacy in Theory and Practice. Bern: Peter Lang.



Palabras clave:

Multimodality, Multiliteracies, Language Teaching, Critical Thinking



Biografía del autor/a

Victoria Pascual Bolivar, Universidad Complutense de Madrid

Victoria Pascual is a Teacher of English as a Foreign Language, and holds an EdM in TESOL from Boston University and a CELTA from Cambridge University. Currently, she is a PhD candidate in English Linguistics at Universidad Complutense de Madrid. Her main areas of research are Visual Literacy in in ELT in secondary education, second language acquisition, curriculum development, and the use of video through students’ own productions.


Bobkina, J., & Domínguez, E. (2013). Towards a Multimodal Framework for Video Literature Teaching in the EFL/ ESL Classroom. Greta Journal, 23, 35– 45.

Cope, B., & Kalantzis, M. (Eds). (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. Routledge.

Film in Language Teaching Association (FILTA).

Gee, J. P. (2011). An Introduction to Discourse Analysis. Theory and Method. Routledge.

Kress, G., & van Leeuwen, T. (2006). Reading Images. The Grammar of Visual Design. Routledge.

Serafini, F. (2012a). Reading Multimodal Texts in the 21st Century. Research in the Schools, 5 (54), 26– 32. Retrieved March 23, 2023, from https:// 10.1007/ s10 583- 010- 9100- 5

Serafini, F. (2012b). Expanding the Four Resources Model: Reading Visual and Multi Modal Texts. Pedagogies, 7(2), 150– 164. Retrieved March 23, 2023, from https:// 10.1080/ 15544 80x.2012.656 347.






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