Instantiation of multimodal semiotic systems in science classroom discourse
Science classroom discourse is inherently multimodal in that scientific meanings are made through an integration of multiple semiotic systems (e.g., language, diagrams, equations). Although some studies have described this multimodal nature, few have examined and explained the relationship between t...
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| Format: | Journal Article |
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Elsevier
2013
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| Online Access: | http://hdl.handle.net/20.500.11937/31818 |