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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
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
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  Data: Honouring ESL Students' Lived Experiences in School Learning with Multiliteracies Pedagogy
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  Data: 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
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  Data: 10.1080/07908318.2015.1027214
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  Data: 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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      – SubjectFull: Teaching Methods
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      – SubjectFull: Case Studies
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