cabulary, combined with images, influences the social and cultural meanings of


texts,


which happens to be a key media literacy concept. It becomes a cross-curricular lan- guage development conversation – especially in the Early Years. Te walk also activates other aspects of


Strand A, such as engaging with texts that foster “understanding of diverse identities, experiences, [and] perspectives.” So, at an- other time, the walk might embed First Na- tions, Métis or Inuit perspectives and world views. (ETFO has resources to get you start- ed online at etfofnmi.ca.) As noted, the revised Language curricu-


lum centres on a multimodality approach, recognizing a “text” as any means of com- munication (e.g., words, graphics, sounds, or images), also known as “texts as media.” In a multimodal learning environment, then, ‘’production’’ has a broad definition: it can mean a sketched storyboard or a draſted paragraph in response to explored concepts,


26 ETFO VOICE | FALL 2024


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