Table of Contents

List of Figures
List of Tables
Foreword, James R. Martin
Acknowledgements
1. Introduction
2. Research Background: Multimodality, Multiliteracies, and EFL Education in China
3. Theoretical Foundations
4. Heteroglossic Harmony: Multimodal ENGAGEMENT Resources and Voice Interaction
5. Attitudinal Accumulation: Verbiage-image Complementarity and Co-instantiation
6. Contestable Reality: A Multilevel View on Modality in Visual Communication
7. Conclusions and Recommendations
Notes
References
Appendixes
Index

Promotional Information

Investigates how language and image work in tandem to construe interpersonal meaning in multimodal English language teaching textbooks.

About the Author

Yumin Chen is Professor of Linguistics at Sun Yat-sen University, China.

Reviews

Chen offers an innovative linguistic and semiotic account of the interpersonal meaning arising from the pervasive multimodal features of EFL textbooks in China. A valuable contribution to the fields of discourse analysis and educational linguistics, this book theoretically adapts and extends appraisal analysis to multimodal discourse, and reveals the ways in which practitioners may better understand and interpret the multimodal resources in pedagogic materials.
*Guowen Huang, Professor in the College of Foreign Studies, South China Agricultural University, China*

School textbooks do not just present seemingly immutable knowledge; they also convey attitudes, beliefs, and values. Chen shows how these voices are introduced in K-12 English textbooks in China through constant integration and cross contextualization of both verbal and visual resources. The book is an important resource for scholars and practitioners interested in language and literacy education.
*Zhihui Fang, Professor of Education, University of Florida, USA*