Journal of Pedagogy, Pluralism, and Practice

Publication Date

Spring 2012


The focus of this paper is on the reception and production of language and the judicious use of multimodal strategies and peer collaboration in supporting one child’s storytelling skills. For this purpose the authors use the genre of fairytales, a traditional mode of storytelling with young children. The basis of the discussion is that for children ‘communication occurs through different but synchronous modes: language, print, images, graphics, movement, gesture, texture, music, sound’ (Kress 2003, p.51). To the authors, these synchronous modes form an empirical definition of multimodality1, ‘a multimodal approach that looks beyond language to all forms of communication’ (Jewitt et al 2009, p.11) and which highlight the potential complex interactions between media, modes and semiotic resources. To evidence the possibilities of using a multimodal teaching strategy for developing the communication skills through storytelling of a five year old, the authors conducted the following research study in an inner city primary school in Liverpool.



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