This dissertation seo out to investigate if use of visually symbolic representations in addition to the more traditional written methods of the key elements 9theme, setting, characterisation) of a short story would support South African ESL learners to grow in their interpretation and appreciation and appreciation of English literary texts. The assertion was that using a multimodal (verbal-visual) transmediated interpretation of the key elements (theme, setting, characterisation)of a short story might afford ESL learners a "deeper reading" (inferential comprehension and appreciation) of a literary text, and that the learners could also be supported to grow in their interpretation and appreciation of English literature. The research findings of the literary analysis project revealed that ESL learners with a "satisfactory" English proficiency can be supported by using transmediation to engage them in rich interpretations of literary genres to realise their interpretations linguistically in written academic eesays. / English Studies / M. A.

This dissertation seo out to investigate if use of visually symbolic representations in addition to the more traditional written methods of the key elements 9theme, setting, characterisation) of a short story would support South African ESL learners to grow in their interpretation and appreciation and appreciation of English literary texts. The assertion was that using a multimodal (verbal-visual) transmediated interpretation of the key elements (theme, setting, characterisation)of a short story might afford ESL learners a "deeper reading" (inferential comprehension and appreciation) of a literary text, and that the learners could also be supported to grow in their interpretation and appreciation of English literature. The research findings of the literary analysis project revealed that ESL learners with a "satisfactory" English proficiency can be supported by using transmediation to engage them in rich interpretations of literary genres to realise their interpretations linguistically in written academic eesays. / English Studies / M. A.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais / This dissertation is the result of a research applied in two Brazilian public schools, at two classes of the 9th grade, elementary school. The proposal aims to contribute to multiliteracies practices in school, through reading activities and production of comic books. The need for the research came from the student\'s exposure scenario to technologies, contributing to the constant access to multimodal genres. Rojo (2014) says that the multiple requirements of the technological world will multiply greatly the practices and texts that circulate and are addressed. Studies of discourse genres (BAKHTIN, 2003[1979]), Multiliteracies (ROJO,2012;2013) and Multimodality (KRESS; VAN LEEUWEN, (2006 [1996]) represent the main theoretical basis on which our proposal is centered. We elaborated a proposal for reading and production of comic books in paper and digital. For it, we used suggestions classes of the Teacher´s Portal (Portal do Professor/MEC). We explored some meanings of the grammar of Visual Design, theory of the Reading Images: the grammar of visual design, authored by Kress and van Leeuwen (2006 [1996]) that follows the functionalist thinking of Systemic functional Linguistics of the Halliday (1985[1978]). The students developed the reading practice and production practice of Digital Comics and printed; we used the available technological resources, exploring the theme \"social inclusion\" and other themes that emerged from this. And, for the production of Digital Comics, we used the program Pixton for schools, because we have the license and we offered for our students. All productions of the students have been published in the program, available to be getting and shared and can be as support material for students and teachers of the two schools as well as from other institutions. We created, two Photobooks (one for each school) with the productions of the students, too, and that final product became part of the collection of the libraries of the two schools, staying available for other classes and teachers may have access. We point out that the lack of technological resources still represents a barrier that discourages students and causes them to be inserted into a digital divide that affects a lot of public institutions in the country. Despite the obstacles, we believe that students enjoy reading and producing comics, both in printed version as digital and that work with Comics and other multimodal genres can contribute, for training of students, in addition to improving its practices of reading and writing. / Esta dissertação é resultado de uma pesquisa aplicada em duas turmas de 9° ano do Ensino Fundamental II, em duas escolas públicas do Distrito Federal. A proposta tem como objetivo principal contribuir para práticas de multiletramentos na escola, por meio de atividades de leitura e produção de histórias em quadrinhos (HQs). A necessidade da pesquisa surgiu do cenário de exposição do estudante às tecnologias, contribuindo para o acesso constante dos alunos a gêneros multimodais. Rojo (2014) ressalta que as múltiplas exigências do mundo tecnológico vão multiplicar grandemente as práticas e textos que nela circulam e que são abordados. Os estudos dos gêneros do discurso (BAKHTIN, 2003[1979]), multiletramentos (ROJO, 2012;2013) e da multimodalidade (KRESS; VAN LEEUWEN, (2006[1996]) representam a principal base teórica na qual nossa proposta está ancorada. Elaboramos uma proposta de leitura e produção de HQs impressas e digitais. Para isso, utilizamos recortes de sugestões de aulas do Portal do Professor e exploramos alguns significados da Gramática do Design Visual, teoria da obra Reading Images: the grammar of visual design, de autoria de Kress e van Leeuwen (2006[1996]) que segue o pensamento funcionalista da Linguística Sistêmico - Funcional de Halliday (1985[1978]). Os alunos desenvolveram a prática de leitura e a prática de produção de HQs digitais e impressas, utilizando os recursos tecnológicos disponíveis, explorando o tema transversal inclusão social e outros temas que surgiram a partir deste. Para a produção das HQs digitais, utilizamos o programa Pixton para escolas. Todas as produções dos alunos foram publicadas, no programa Pixton, para serem compartilhadas. Esse material pode servir de apoio para discentes e docentes das escolas participantes e de outras instituições. Elaboramos, também, dois Photobooks (uma para cada escola) com as produções dos alunos que passaram a fazer parte do acervo das bibliotecas das duas escolas participantes, ficando disponíveis para que colegas de outras turmas e professores possam ter acesso. Apontamos que a falta de recursos tecnológicos continua representando um entrave que desmotiva os alunos e faz com que eles sejam inseridos em um cenário de exclusão digital que acomete as várias instituições públicas do país. Apesar dos obstáculos, destacamos que os alunos apreciam ler e produzir HQs, tanto na versão impressa quanto digital e que o trabalho com HQs e com outros gêneros multimodais pode contribuir, de forma relevante, para formação de alunos críticos, além de melhorar suas práticas de leitura e escrita. / Mestre em Letras

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