Pedagogy of multiliteracies in CLIL: Innovating with the social systems, genre and multimodalities framework

Yiqi Liu

doi:10.18192/olbij.v11i1.6173

Abstract

Plus de deux décennies après la conceptualisation de la pédagogie des multilittératies (PdM) par le New London Group (1996), le monde a été témoin de nombreuses innovations pédagogiques et avancées technologiques. Cependant, peu d’études ont révélé comment pratiquer réellement la PdM dans des contextes non occidentaux. Pour combler cette lacune, cet article propose le cadre théorique systèmes sociaux, genre et multimodalités pour pratiquer la PdM dans des contextes où l’anglais est une langue additionnelle. À cette fin, le processus d’apprentissage de 240 élèves du secondaire de Hong Kong inscrits à un petit cours privé d’anglais en ligne conçu avec la PdM a été étudié. Les résultats montrent que la PdM aide les étudiants à construire de nouvelles identités d’apprenants et facilite le développement de leur apprentissage de contenu, ainsi que leurs compétences linguistiques. Mon étude suggère que la PdM peut être enrichie en offrant aux étudiants des outils analytiques pratiques et un environnement d’apprentissage multimodal autonome.

Highlights

Students need to be equipped with new reading and writing skills. It was against this background that the New London Group (NLG) proposed an international project of “A pedagogy of multiliteracies” (PoM) to embrace the multiplicity of communication channels ( “literacies”) and propose that students need to learn and innovate patterns of meaning-making practices with situated practice, overt instruction, critical framing and transformed practice (NLG, 1996, pp. 85–88)
The small private online course (SPOC) and the SGM toolkit (Lin & Liu, 2020) have facilitated the English as a foreign language (EFL) learners to recognize the multiplicity of meaning-making channels
Each session of the SPOC began with familiar everyday pop culture texts but concluded with abstract critical cultural studies theories and concepts that were seldom seen in most secondary school curricular

Summary

Introduction

Generally defined as the ability to read and write, constitutes a set of skills that are essential for academic and life success. Students need to be equipped with new reading and writing skills. It was against this background that the New London Group (NLG) proposed an international project of “A pedagogy of multiliteracies” (PoM) to embrace the multiplicity of communication channels ( “literacies”) and propose that students need to learn and innovate patterns of meaning-making practices with situated practice, overt instruction, critical framing and transformed practice Few studies have shed light on how PoM can be practiced nor students’ experience with PoM outside of the English-speaking countries, in content subject classrooms. It is found that students and teachers outside the English-speaking countries do not see how multiliteracies pedagogy could be compatible with the local education contexts (e.g., Kohnen & Adams, 2019)

Methods

Results

Conclusion