Teaching’s Concepts in a Social Field of Education

This article aims to explore the potential of combining teaching’s concepts with a social semiotic framework, the social semiotic theory of multimodality by Gunther Kress and Theo van Leeuwen. Special attention is given to how this may qualify the description of multimodal meaning. At the same time, the paper presents the argument that merging semiotic and cognitive perspectives gives rise to new theoretical and methodological issues that have yet to be properly addressed in the literature.