Listening to teachers talk about multimodality and multimodal texts: considerations for the national English curriculum

Abstract Multimodal texts are an integral part of children’s lives. Rapid advancements in media and mobile technologies have increasingly expanded children’s capability to view, share, design, and produce multimodal texts. However, Australia’s updated English curriculum falls short of offering teachers a metalanguage to help children understand the complex ways linguistic, visual, audio, gestural, and spatial modes work together to convey meaning. This article reports qualitative research on tea