Abstract
Innovative literacy teaching and learning approaches have proved that multiliteracies enables teachers to work with culturally and linguistically diverse (CLD) students. However, few studies have shed light on examining Chinese teachers’ understanding and practices of multiliteracies in Canada. To respond to this challenge, this qualitative case study aims to understand how Chinese teachers who pursued multiliteracies graduate studies perceive and implement multiliteracies in teaching young CLD children Chinese literacy in Canada. We investigated narratives of two Chinese teachers to provide useful insights into their lived experiences of multiliteracies for Chinese literacy teaching. A constant comparison approach was adopted to analyze three data sources through narrative analysis: interviews, reflective writings, and curriculum materials. Findings suggest that these teachers actively appropriated affordances of multiliteracies for Chinese literacy teaching in Canada drawing upon graduate courses in multiliteracies. The paper concludes with the pertaining implications to highlight the importance of teacher professional development.
Highlights
Over the past two decades, global connectedness and technological changes have prompted a reconsideration of the traditional literacy curricula and pedagogy, and the roles both teachers and students play (Kalantzis and Cope 2012; Author 2013, 2018)
Technological resources have been an essential part of literacy teaching, Chinese teachers of young culturally and linguistically diverse (CLD) children do not have appropriate and relevant examples of innovative literacy teaching methods within a similar context from which they can learn and enhance their own classrooms (Li et al 2012; Li et al 2011). To respond to these challenges, in this paper, we present narratives of two in-service Chinese teachers of young CLD children in their journey with the use multiliteracies that they learned through their master program in Canada
This study was guided by this research question: What are Chinese teachers’ lived experiences in implementing multiliteracies in teaching Chinese literacy to young culturally and linguistically diverse (CLD) children in Canada?
Summary
Over the past two decades, global connectedness and technological changes have prompted a reconsideration of the traditional literacy curricula and pedagogy, and the roles both teachers and students play (Kalantzis and Cope 2012; Author 2013, 2018). This study was guided by this research question: What are Chinese teachers’ lived experiences in implementing multiliteracies in teaching Chinese literacy to young culturally and linguistically diverse (CLD) children in Canada?
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