Mapping Multiliteracies Onto the Pedagogy of K-12 Teachers PDF Download

Author: Kristin Lee Main
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Heather Lotherington
Publisher: Routledge
ISBN: 1136644202
Category : Education
Languages : en
Pages : 238

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A CHOICE Outstanding Academic Title 2012! Based on case studies from public schools in Toronto, Canada, this book chronicles an inspiring five-year journey to develop thinking about and teaching literacy for the 21st century. The research, which was classroom-based and developed by public school teachers in collaboration with university researchers, was stimulated by an ethnographic study at Joyce Public School to track children learning to read in an era of multiliteracies. Following the kindergarteners’ interest in Goldilocks and the Three Bears, Lotherington asked the principal: What would Goldilocks look like, retold through the eyes of the children? The resulting classroom experiment to transform learning to read a storybook into multimodal collaborative story-telling sparked the development of an award-winning school-university learning community dedicated to the development of multimodal literacies in the culturally diverse, urban classroom. Pedagogy of Multiliteracies tells the evolving story of teachers’ trial-and-error interventions to engage children in multiple modes of expression involving structured play with contemporary media. Using the complex texts created, the teachers carve spaces to welcome the voices of children and the languages of the community into the English-medium classroom.

Author: Patrick M. Jenlink
Publisher: IAP
ISBN: 1648028993
Category : Language Arts & Disciplines
Languages : en
Pages : 255

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Book Description
Today, the meaning of literacy, what it means to be literate, has shifted dramatically. Literacy involves more than a set of conventions to be learned, either through print or technological formats. Rather, literacy enables people to negotiate meaning. The past decade has witnessed increased attention on multiple literacies and modalities of learning associated with teacher preparation and practice. Research recognizes both the increasing cultural and linguistic diversity in the new globalized society and the new variety of text forms from multiple communicative technologies. There is also the need for new skills to operate successfully in the changing literate and increasingly diversified social environment. Linguists, anthropologists, educators, and social theorists no longer believe that literacy can be defined as a concrete list of skills that people merely manipulate and use. Rather, they argue that becoming literate is about what people do with literacy—the values people place on various acts and their associated ideologies. In other words, literacy is more than linguistic; it is political and social practice that limits or creates possibilities for who people become as literate beings. Such understandings of literacy have informed and continue to inform our work with teachers who take a sociological or critical perspective toward literacy instruction. Importantly, as research indicates, the disciplines pose specialized and unique literacy demands. Disciplinary literacy refers to the idea that we should teach the specialized ways of reading, understanding, and thinking used in each academic discipline, such as science, mathematics, engineering, history, or literature. Each field has its own ways of using text to create and communicate meaning. Accordingly, as children advance through school, literacy instruction should shift from general literacy strategies to the more specific or specialized ones from each discipline. Teacher preparation programs emphasizing different disciplinary literacies acknowledge that old approaches to literacy are no longer sufficient. Literacy in Teacher Preparation and Practice: Enabling Individuals to Negotiate Meaning introduces the reader to a collection of thoughtful, research-based works by authors that represent current thinking about literacy across disciplines and the preparation of teachers to enter classrooms. Each chapter focuses on teaching guided by literacies across disciplines and the preparation of teachers who will enter classrooms to instruct the next generation of students.

Author: Sabine Siekmann
Publisher: Springer Nature
ISBN: 3031318129
Category : Education
Languages : en
Pages : 141

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This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching. The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapter brings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume. This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies.

Author: Yuri Kumagai
Publisher: Routledge
ISBN: 1317566092
Category : Education
Languages : en
Pages : 263

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Putting a multiliteracies framework at the center of the world language curriculum, this volume brings together college-level curricular innovations and classroom projects that address differences in meaning and worldviews expressed in learners’ primary and target languages. Offering a rich understanding of languages, genres, and modalities as socioculturally situated semiotic systems, it advocates an effective pedagogy for developing learners’ abilities to operate between languages. Chapters showcase curricula that draw on a multiliteracies framework and present various classroom projects that develop aspects of multiliteracies for language learners. A discussion of the theoretical background and historical development of the pedagogy of multiliteracies and its relevance to the field of world language education positions this book within the broader literature on foreign language education. As developments in globalization, accountability, and austerity challenge contemporary academia and the current structure of world language programs, this book shows how the implementation of a multiliteracies-based approach brings coherence to language programs, and how the framework can help to accomplish the goals of higher education in general and of language education in particular.

Author: Jungwon Hyun
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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This ethnographic case study explores how implementing multilingual multiliteracies pedagogy can (re)structure classroom language space and impact the teaching and learning practices of teachers and students in K-2 Spanish/English two-way immersion classrooms. As linguistic and cultural diversity is becoming ever more important in schools as a result of globalization, increase in cross-border connections, and increased student mobility, bi/multilingualism continues to gain ground. Despite these growingly documented bi/multilingual practices, many educational spaces continue to be dominated by monolingual ideologies and practices (Piccardo, 2018; Lin, 2020). Strict language separation policies in two-way immersion programs have come into question by scholars as it reflects ideologies of double monolingualism (Jorgensen, 2008) and fail to recognize the sociolinguistic realities of bilingual students (Heller, 1995; Garcia & Lin, 2017). In response to the need to develop multilingual spaces where the dynamic nature of bilingualism can be recognized, this dissertation study addresses the potential and possibility of incorporating multilingual multiliteracies pedagogy to create and foster a flexible educational space in a two-way immersion context that affirms and leverages bi/multilingual students' full linguistic and cultural repertoires as resources in learning. This research focused on the following research questions: (1) What does multilingual multiliteracies pedagogy informed by a critical multilingual language awareness (CMLA) framework look like in two-way immersion classrooms? How can multilingual multiliteracies projects impact classroom languaging and students' do(ing) being bilingual? (2) How do educators in two-way immersion classrooms structure classroom language space while implementing multilingual multiliteracies pedagogy? How do educators make sense of their own and students' language practices through their engagement in multilingual multiliteracies projects? Teachers and students engaged in multilingual multiliteracies pedagogy project over two years that included multilingual multimodal activities and collaborative bookmaking. Critical discourse analysis and thematic analysis of the classroom data reveal how teachers exercised agency and used translanguaging pedagogy and multiliteracies pedagogy to create an inclusive learning space, and how these facilitated students' language learning. Additionally, the case findings point to how engaging in a multilingual multiliteracy pedagogy project can create opportunities for students to develop critical multilingual language awareness and positive bi/multilingual identity. This study provides theoretical, methodological, and pedagogical insights that will help researchers and practitioners to create more equitable and integrated learning spaces for all learners in two-way immersion contexts.

Author: Bill Cope
Publisher: Psychology Press
ISBN: 9780415214216
Category : Language Arts & Disciplines
Languages : en
Pages : 366

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First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Author: Chantelle Warner
Publisher: Bloomsbury Publishing
ISBN: 1350338389
Category : Language Arts & Disciplines
Languages : en
Pages : 241

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This book proposes to expand multiliteracies frameworks in second language education, by recognizing that learning a new language and culture involves both designs and desires, the affects and emotions that feed our responses to particular ways of making meaning. Over the past two decades, multiliteracies approaches to second language education have brought attention to the diversity of modes, media, language varieties, and discourses involved in what we often shorthand as language learning. A core concept in these discussions is the idea of meaning design, the idea that languages are dynamic, culturally-shaped systems of resources for engaging with and making sense of the world. Building on these discussions and drawing inspiration and practical examples from a variety of modern language classes in higher education in the USA, the book demonstrates how poetic and playful language can be embedded in multiliteracies pedagogy in ways that foster learners' and teachers' awareness of designs, while also making space for desires that are harder to script or plan for. In addition to building a conceptual map around poetics and play for researchers and teachers in language education, the book offers concrete examples of what a multiliteracies approach emphasizing designs and desires can look like in classrooms and curricula.

Author: Bill Cope
Publisher: Routledge
ISBN: 1134611838
Category : Language Arts & Disciplines
Languages : en
Pages : 360

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Book Description
Multiliteracies considers the future of literacy teaching in the context of the rapidly changing English language. Questions are raised about what constitutes appropriate literacy teaching in today's world: a world that is both a global village yet one which local diversity is increasingly important. This is a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their varying national experiences and differences of theoretical and political emphasis. The essays deal with issues such as: the fundamental premises of literacy pedagogy the effects of technological change multilingualism and cultual diversity social futures and their implications on language teaching. The book concludes with case studies of attempts to put the theories into practice and thereby provides a basis for dialogue with fellow educators around the world.

Author: Fenice B. Boyd
Publisher: Routledge
ISBN: 1317693302
Category : Language Arts & Disciplines
Languages : en
Pages : 234

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Using a multiliteracies theoretical framework highlighting social diversity and multimodality as central in the process of meaning making, this book examines literacy teaching and learning as embedded in cultural, linguistic, racial, sexual, and gendered contexts and explores ways to foster learning and achievement for diverse students in various settings. Attending simultaneously to topics around two overarching and interrelated themes—languages and language variations, and cultures, ethnicities, and identities—the chapter authors examine the roles that multiliteracies play in students’ lives in and out of classrooms. In Part I, readers are asked to examine beliefs and dispositions as related to different languages, language varieties, cultures, ethnicities, and identities. Part II engages readers in examining classroom and community practices related to different languages and language varieties, cultures, ethnicities, and identities.