Multimodality in EMI educational materials: The use of semiotic modes in a business administration course

Abstract

This study approaches English-medium higher education in its multimodal complexity. As pointed out by Lin (2019), in educational contexts language is necessarily entangled with other semiotic modes.  In addition, the range of semiotic modes is multiplied by the increasing use of online-based educational materials, since new modes become available in digital settings (e.g. animations, visual and sound effects, hyperlinks, etc.). Novel combinations of these semiotic resources give rise to emerging cybergenres with interesting pedagogical applications. This widening of the semiotic repertoire opens new possibilities in higher education settings. It enables teachers to make classes more engaging and varied. However, in order to fully exploit the pedagogical potential of online-based educational materials, it is of crucial importance to be aware of the complex interplay of semiotic modes in cybergenres. Likewise, it is necessary to reflect on what turns them into useful tools to facilitate communication and learning.  In this study, we carry out a multimodal discourse analysis of the cybergenres used in an EMI Business Administration course, which include, among others,  google tools, videos and websites. Our objectives are:  1) to scrutinize their multimodal nature; 2) to identify patterns of modal configurations; 3) to reflect on their affordances and meaning-making potential. Our findings suggest that these materials show a complex interplay of modes, with recurring modal configurations. We believe the results of this study can lead to a more conscious and effective pedagogical application of these genres.