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Guest editors’ introduction: theorising multimodality through children and youths’ perceptions and experiences Firstly, thank you for reading this special issue of English Teaching: Practice and Critique. This was a project conducted during the COVID-19 pandemic; we are thankful to have had the ability to work online and stay connected as colleagues and to be able to bring the exciting projects in the issue to our fellow researchers and educators. We want to begin with an autobiographical vignette from David that illustrates some of the reasons we undertook this work on youth perspectives on multimodality: Years ago, as a newly minted 11th grade English teacher, I always looked forward to discussing with students the symbolic meanings of colours as they appeared in the literature I assigned them. From Edgar Allan Poe to Charlotte Perkins Gilman to Alice Walker, colour symbolism abounded across the American literary curriculum. The Great Gatsby was a particularly rich example. White was purity, yellow corruption. (A daisy and an egg are white on the outside and yellow at their centres. How else to interpret Daisy’sand East Egg’s inner depravity?) Green, red, blue, and grey also contained descending layers of meaning. Occasionally, a student would ask how
English Teaching Practice & Critique – Emerald Publishing
Published: Jul 20, 2021
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