Using the multiliteracies approach to promote English literacy in higher education / Sarjit Kaur and Gurnam Kaur Sidhu

Higher education teachers who teach English proficiency courses to undergraduates often make the assumption that if learners work hard on content taught to them, they would have acquired literacy in all aspects relating to the language. Do learners’ abilities to read well or write well in English de...

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Main Author:	Kaur, Sarjit
Format:	Article
Language:	English
Published:	ACRULeT, Faculty of Education & UiTM Press 2007
Subjects:	Study and teaching
Online Access:	http://ir.uitm.edu.my/id/eprint/323/ http://ir.uitm.edu.my/id/eprint/323/1/AJ_SARJIT%20KAUR%20AJUE%2007.pdf

id	uitm-323
recordtype	eprints
spelling	uitm-3232017-10-31T07:41:33Z http://ir.uitm.edu.my/id/eprint/323/ Using the multiliteracies approach to promote English literacy in higher education / Sarjit Kaur and Gurnam Kaur Sidhu Kaur, Sarjit Study and teaching Higher education teachers who teach English proficiency courses to undergraduates often make the assumption that if learners work hard on content taught to them, they would have acquired literacy in all aspects relating to the language. Do learners’ abilities to read well or write well in English depend on their context? To discern the appropriate path for their learners, higher education teachers must be knowledgeable about “language and literacy, be adept at seeking and critically evaluating information and be able to relate these understandings to their daily working knowledge of their learners” (Heydon, Hibbert & Iannaci, 2005: 312). Many definitions of the term ‘literacy’ seem to focus too much on skill to the exclusion of will (Padak & Bardine, 2004). The concepts of promoting ‘engaged learners’ and ‘literacy empowerment’ in higher education contexts should incorporate some of the following aspects: motivation, strategies, knowledge and social interaction. This paper discusses the design and framework of the Multiliteracies Approach advocated by The New London Group and argues that it is a viable teaching strategy that embraces literacy abilities, literacy choices and attitudes. Additionally, it recognizes that meaningful learning can take place if there is bridging between theory and practice. ACRULeT, Faculty of Education & UiTM Press 2007-06 Article PeerReviewed text en http://ir.uitm.edu.my/id/eprint/323/1/AJ_SARJIT%20KAUR%20AJUE%2007.pdf Kaur, Sarjit (2007) Using the multiliteracies approach to promote English literacy in higher education / Sarjit Kaur and Gurnam Kaur Sidhu. Asian Journal of University Education (AJUE), 3 (1). pp. 111-132. ISSN 1823-7797
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Teknologi MARA
building	UiTM Institutional Repository
collection	Online Access
language	English
topic	Study and teaching
spellingShingle	Study and teaching Kaur, Sarjit Using the multiliteracies approach to promote English literacy in higher education / Sarjit Kaur and Gurnam Kaur Sidhu
description	Higher education teachers who teach English proficiency courses to undergraduates often make the assumption that if learners work hard on content taught to them, they would have acquired literacy in all aspects relating to the language. Do learners’ abilities to read well or write well in English depend on their context? To discern the appropriate path for their learners, higher education teachers must be knowledgeable about “language and literacy, be adept at seeking and critically evaluating information and be able to relate these understandings to their daily working knowledge of their learners” (Heydon, Hibbert & Iannaci, 2005: 312). Many definitions of the term ‘literacy’ seem to focus too much on skill to the exclusion of will (Padak & Bardine, 2004). The concepts of promoting ‘engaged learners’ and ‘literacy empowerment’ in higher education contexts should incorporate some of the following aspects: motivation, strategies, knowledge and social interaction. This paper discusses the design and framework of the Multiliteracies Approach advocated by The New London Group and argues that it is a viable teaching strategy that embraces literacy abilities, literacy choices and attitudes. Additionally, it recognizes that meaningful learning can take place if there is bridging between theory and practice.
format	Article
author	Kaur, Sarjit
author_facet	Kaur, Sarjit
author_sort	Kaur, Sarjit
title	Using the multiliteracies approach to promote English literacy in higher education / Sarjit Kaur and Gurnam Kaur Sidhu
title_short	Using the multiliteracies approach to promote English literacy in higher education / Sarjit Kaur and Gurnam Kaur Sidhu
title_full	Using the multiliteracies approach to promote English literacy in higher education / Sarjit Kaur and Gurnam Kaur Sidhu
title_fullStr	Using the multiliteracies approach to promote English literacy in higher education / Sarjit Kaur and Gurnam Kaur Sidhu
title_full_unstemmed	Using the multiliteracies approach to promote English literacy in higher education / Sarjit Kaur and Gurnam Kaur Sidhu
title_sort	using the multiliteracies approach to promote english literacy in higher education / sarjit kaur and gurnam kaur sidhu
publisher	ACRULeT, Faculty of Education & UiTM Press
publishDate	2007
url	http://ir.uitm.edu.my/id/eprint/323/ http://ir.uitm.edu.my/id/eprint/323/1/AJ_SARJIT%20KAUR%20AJUE%2007.pdf
first_indexed	2023-09-18T22:44:25Z
last_indexed	2023-09-18T22:44:25Z
_version_	1777417128954036224

Using the multiliteracies approach to promote English literacy in higher education / Sarjit Kaur and Gurnam Kaur Sidhu

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