ABSTRACT
This chapter focuses on the multimodal integration pattern which examines how teachers and students coordinate and combine multimodal resources to make meanings during a representational activity. It continues the discussion on multimodal translation in Chapter 7 and also broadens the discussion on scientific concept in Chapter 4 and scientific genre in Chapter 6 by expanding the use of language to include visual and gestural modes of representation. Multimodal integration pattern highlights the crucial semantic relationships that must be realized through a particular combination of modes in order to make meanings of a particular scientific concept or genre. This critical multimodal connection can be emphasized and reinforced through a number of discourse strategies at varying levels of explicitness, ranging from explicit comparison, to multimodal analogical reasoning, concept-language mapping, and the use of metalanguage for multimodal discourse.
