Words belong to ourselves: Multiliteracies pedagogy in English language education

This study explores the possibilities and challenges of teaching English as a foreign language (EFL) based on multiliteracies perspectives within New Literacy Studies (NLS). Teaching materials were developed for a group of Iranian EFL learners based on the four principles of NLS and were taught base...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 2022, Vol.115 (1), p.75-86
Main Authors: Mirhosseini, Seyyed-Abdolhamid, Emadi, Azadeh
Format: Article
Language:English
Subjects:
Course Content
ELT materials development
English (Second Language)
English as a foreign language (EFL)
English as a second language
English as a second language instruction
English as a second language teaching materials
English language teaching (ELT)
Foreign Countries
Grounded Theory
Instructional Materials
Language
language and literacy
Language teaching materials
Literacy
Literacy Education
Material Development
multiliteracies
Multiple Literacies
New Literacy Studies (NLS)
Pedagogy
Second Language Instruction
Second Language Learning
Student Attitudes
Teaching
Teaching Methods
Theater Arts
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Summary:This study explores the possibilities and challenges of teaching English as a foreign language (EFL) based on multiliteracies perspectives within New Literacy Studies (NLS). Teaching materials were developed for a group of Iranian EFL learners based on the four principles of NLS and were taught based on the same principles aiming at creating alternative language learning experiences. Class recordings, fieldnotes, interviews, and learners' notebooks were collected as our data over three months, and were analyzed based on a grounded theory approach through coding procedures in search of emerging ideas about NLS-based EFL pedagogy. The findings revealed four possibilities: relevance to learners, their active engagement, their self-reliance, and owning the language forms. The challenges appeared to be stemming from preconceptions of the teacher and the students about language teaching, learning, and assessment. We discuss aspects of such opportunities and challenges in Iran, with possible implications for many similar EFL settings.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.2022.2029807