Honouring ESL Students' Lived Experiences in School Learning with Multiliteracies Pedagogy
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| Title: | Honouring ESL Students' Lived Experiences in School Learning with Multiliteracies Pedagogy |
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| Language: | English |
| Authors: | Burke, Anne, Hardware, Shawnee |
| Source: | Language, Culture and Curriculum. 2015 28(2):143-157. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Middle Schools Secondary Education Junior High Schools Grade 8 Elementary Education |
| Descriptors: | Multiple Literacies, Teaching Methods, Case Studies, English (Second Language), Second Language Learning, Transformative Learning, Critical Literacy, Middle School Students, Instructional Effectiveness, Novels, Semiotics, Photography, Story Telling, Grade 8, Foreign Countries, Qualitative Research, Interviews |
| Geographic Terms: | Canada |
| DOI: | 10.1080/07908318.2015.1027214 |
| ISSN: | 0790-8318 |
| Abstract: | The increased presence of technology in school communities and children's lives poses a challenge to traditional teaching and learning tools. The present case study examines ways in which a classroom teacher, Marnie, conceptualised the use of a multiliteracies pedagogy (MLS) and a multimodal approach to elicit the lived experiences of her English as a Second Language students. Marnie's pedagogical approach was used to enhance her students' understanding of a novel with themes centred around life and death. The findings indicated that through her intentional implementation of pedagogical steps within the MLS framework, such as situated practice and overt instruction, the students were able to critically frame the content used in the creation of their digital photostory project and, as a result, have a transformative learning experience. This article has a two-fold approach: sharing of the digital storytelling project of students' experiences alongside a description of Marnie's instructional practice through the framework of multiliteracies. Presentation in this manner divulges an in-depth exploration of the pedagogical approach in which the literate lives of students can be shared through digital texts. |
| Abstractor: | As Provided |
| Number of References: | 71 |
| Entry Date: | 2015 |
| Accession Number: | EJ1062224 |
| Database: | ERIC |
| Abstract: | The increased presence of technology in school communities and children's lives poses a challenge to traditional teaching and learning tools. The present case study examines ways in which a classroom teacher, Marnie, conceptualised the use of a multiliteracies pedagogy (MLS) and a multimodal approach to elicit the lived experiences of her English as a Second Language students. Marnie's pedagogical approach was used to enhance her students' understanding of a novel with themes centred around life and death. The findings indicated that through her intentional implementation of pedagogical steps within the MLS framework, such as situated practice and overt instruction, the students were able to critically frame the content used in the creation of their digital photostory project and, as a result, have a transformative learning experience. This article has a two-fold approach: sharing of the digital storytelling project of students' experiences alongside a description of Marnie's instructional practice through the framework of multiliteracies. Presentation in this manner divulges an in-depth exploration of the pedagogical approach in which the literate lives of students can be shared through digital texts. |
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| ISSN: | 0790-8318 |
| DOI: | 10.1080/07908318.2015.1027214 |
