Multimodality and pronunciation in ICLHE (Integration of Content and Language in Higher Education) training

ABSTRACT\r\nPurpose: This paper describes a study carried out within an ICLHE training\r\nprogramme in a Northern Italian university. The paper discusses the way\r\nan increased awareness of multimodal resources and the ability to deploy\r\nthem effectively during lectures could offset language deficits of lecturers\r\nand enhance overall communicative competence and pedagogy.\r\nDesign/methodology/approach: Eight mini-lectures given during a\r\nmicroteaching session undertaken as part of a training module were\r\nvideo recorded for analysis. Lectures are a form of multimodal discourse\r\nand multimodal analysis was chosen for an examination of spoken\r\nlanguage with a particular focus on pronunciation, audiovisual\r\npresentations and non-verbal communication, as well as any other\r\ndidactic material or strategies used by the participants. The video\r\nrecordings were chosen on the basis of observations and feedback from\r\nthe trainers with the aim of investigating ICLHE competence.\r\nFindings and originality: There have been few studies on pronunciation\r\nand ICLHE and they tend to be oriented towards investigating students’\r\npronunciation gains in English-medium Instruction (EMI). The findings\r\nof this study suggest that by enhancing multimodal competence and\r\nfocusing on pronunciation, lecturers can improve their overall\r\ncommunicative competence.\r\nValue: The results of this study provide some indications of how\r\neducational developers can help lecturers increase their awareness of\r\nthe communicative potential of multi-semiotic modes to support their\r\npronunciation and improve the clarity of their lectures.