Comunicación multimodal en la clase de ciencias: el ciclo del agua

Abstract

In this paper we are presenting an analysis of teacher discourse from a multimodal communication perspective, in a secondary school science class about the «water cycle». This approach implies the consideration that every communication system (oral and written language, visual language and gesture) contributes to give meaning to the concept of water cycle in a cooperative or specialised way. The theoretical basis and methodology used for the analysis are presented. Later, the results are discussed and suggestions are presented for the purpose of discovering the communicative resources available to the teacher in the classroom.