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Visual modes of communication

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"Multimodality includes a range of possible expressive modes such as the visual, print, gesture, drama and speech." (p. 482)

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Kyle would perform wrestling matches to convey his appreciation for the match/sport. He would reenact scenes, created a short film with text

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"unshared sociolinguistic practices and hearing-oriented participation frameworks are crucial aspects of communicative failure between hearing and deaf children in mainstream elementary school settings" (p. 131).

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"Signers repeatedly scan their environment for visual information. These skills are crucial to competent interaction in the visual mode" (p. 120).

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"The hearing children in our study understand how to get deaf children's eye gaze by tapping the deaf child's shoulder or handwaving (initiating an interaction with a deaf child necessitates using a visual or tactile communication)" (p. 120)

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Immersing in the experience is a way of communicating

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Immersing in the experience is a way of communicating

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Kyle wanted people to understand his appreciation of wrestling and instead of giving a bulleted list of reason why, he decides to create plays and have people reenact the scenes.

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"Kyle assumed a range of characters, enacted wrestling matches, collected and embellished wrestling belts, collected and played with wrestling figures and had table top matches with both Pokémon figures and miniature wrestlers." (p. 486)
Connversitions and movie-making.

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Performative tasks helps learning for Kyle

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Performative tasks helps learning for Kyle

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" Kyle's role as a performer varied depending on the time and space within which it was enacted but was enhanced by his sense of an audience, that someone else is listening. The consideration of Kyle's relocalized performative texts across modes also allows for a more intricately painted picture of literacy (Kendrick 2003; Pahl 2003) and textmaking processes than a conventional consideration of literacy as reading and writing " (494)

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"Children's improvisational capabilities and everyday creativity are encouraged and enhanced when educational spaces are open to the resources, tools and everyday practices that they bring." (p. 495)

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https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=3440&context=teal_facpub

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a.  What is the role of language in relation to concepts of multimodality, semiosis? Find examples from the article your group is discussing.

b. What are the various modes in use and how do they work together (or not) in the educational setting focused on in the article (deaf and hearing students interacting; Kyle’s use of the semiotic resources of Wrestler across home and school contexts)? If participants are not able to access them, what gets in the way?