Film and the intercultural multimodal reader

This article addresses key theoretical and practical concerns related to the intercultural encounter with multimodal literature. Previous efforts to incorporate an intercultural dimension into conceptualisations of literary literacy have primarily focused on competences associated with the reading of traditional, script-based texts. However, as the term "literature" is today associated with a wide range of new media texts, there is a need to take this into account in theoretical constructs as well as in pedagogical practice. The article provides insight into how the multimodal elements of film function as a complex meaning-making ensemble which adds layers of potential insight as well as potential misunderstanding to the text interpretation process. With a basis in the Model of the Intercultural Reader Drawing on Baz Luhrmann's film Romeo + Juliet as a practical example, concrete suggestions for pedagogical practice are offered. By integrating practices of script-based intercultural reading with new literacies, the article expands upon previous theorisations of the intercultural reader and provides insight into how teachers may facilitate nuanced intercultural explorations of literary multimodal texts in the 21 st century language classroom.