GENRES AND MULTIMODALITY: THE ROLE OF THE TEXT PLAN FOR TEACHING READING

Starting from the proposals of Leal (2019) and Gonsalves and Jorge (2019), this paper aims at contributing to the teaching/learning of reading multimodal texts. To this end, the notion of a text plan is articulated, considered as a theoretical notion and transposed as a valid work tool in the context of language teaching with the one of compositionality, showing the interaction between linguistic and other semiosis. The articulation between the two notions makes it possible to work with multimodal texts, through a macro approach, for the contextual level, and a meso or intermediate approach, for the configurational level. The aim of this contribution is to improve teaching/learning reading practices, particularly texts with multiple languages, showing how the various forms of interaction between verbal and non-verbal are complex and need a phased work.