Designing learning elements using the multiliteracies approach in an ESL writing classroom

Teaching English language literacy skills in contemporary ESL classrooms is evolving dynamically in cohesion with the multiplicity of communication channels, media, cultural and linguistic diversity (Kalantzis & Cope, 2009). Students engage with different texts according to their social and priv...

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Main Authors:	Sarjit Kaur, Malini Ganapathy, Gurnam Kaur Sidhu
Format:	Article
Language:	English
Published:	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2012
Online Access:	http://journalarticle.ukm.my/5565/ http://journalarticle.ukm.my/5565/ http://journalarticle.ukm.my/5565/1/18_3_11_Sarjit.pdf

id	ukm-5565
recordtype	eprints
spelling	ukm-55652016-12-14T06:38:49Z http://journalarticle.ukm.my/5565/ Designing learning elements using the multiliteracies approach in an ESL writing classroom Sarjit Kaur, Malini Ganapathy, Gurnam Kaur Sidhu, Teaching English language literacy skills in contemporary ESL classrooms is evolving dynamically in cohesion with the multiplicity of communication channels, media, cultural and linguistic diversity (Kalantzis & Cope, 2009). Students engage with different texts according to their social and private contexts which include web-based stories, interactive stories, hyper narratives in computer games, internet, podcasting, online news, e-mail, text messaging, MSN, Facebook, Twitter, Skype and weblogs. These new practices fundamentally change students’ learning processes in the ESL classroom as they interact with various multimedia and deal with the multiplicity of communication channels and social networking. In addressing these new challenges, ESL students require new approaches to understand literacies used in making meanings from multimodal communication elements which is relevant when integrated into teachers’ pedagogical practices. This paper situates the framework of the Multiliteracies approach in reframing ESL teachers’ pedagogical repertoires with the aim of enhancing students’ writing performance. Using classroom observations and interviews, this qualitative case study examines the effectiveness of ESL teaching of writing using the Multiliteracies approach among 37 Chinese students in a secondary school in Penang, Malaysia. The results confirm the need for teachers to negotiate literacies through broad repertoires of multimodal pedagogical practices in the secondary school context as these elements promote positive learning outcomes. The implications of this study suggest that the Multiliteracies approach to writing lessons planned in accordance to the learning element results in pedagogical practices which are multimodal in nature and these appeal to students’ interest and motivate them to improve their writing performance Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2012 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/5565/1/18_3_11_Sarjit.pdf Sarjit Kaur, and Malini Ganapathy, and Gurnam Kaur Sidhu, (2012) Designing learning elements using the multiliteracies approach in an ESL writing classroom. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 18 (3). pp. 119-134. ISSN 0128-5157 http://www.ukm.my/ppbl/3L/3LHome.html
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Teaching English language literacy skills in contemporary ESL classrooms is evolving dynamically in cohesion with the multiplicity of communication channels, media, cultural and linguistic diversity (Kalantzis & Cope, 2009). Students engage with different texts according to their social and private contexts which include web-based stories, interactive stories, hyper narratives in computer games, internet, podcasting, online news, e-mail, text messaging, MSN, Facebook, Twitter, Skype and weblogs. These new practices fundamentally change students’ learning processes in the ESL classroom as they interact with various multimedia and deal with the multiplicity of communication channels and social networking. In addressing these new challenges, ESL students require new approaches to understand literacies used in making meanings from multimodal communication elements which is relevant when integrated into teachers’ pedagogical practices. This paper situates the framework of the Multiliteracies approach in reframing ESL teachers’ pedagogical repertoires with the aim of enhancing students’ writing performance. Using classroom observations and interviews, this qualitative case study examines the effectiveness of ESL teaching of writing using the Multiliteracies approach among 37 Chinese students in a secondary school in Penang, Malaysia. The results confirm the need for teachers to negotiate literacies through broad repertoires of multimodal pedagogical practices in the secondary school context as these elements promote positive learning outcomes. The implications of this study suggest that the Multiliteracies approach to writing lessons planned in accordance to the learning element results in pedagogical practices which are multimodal in nature and these appeal to students’ interest and motivate them to improve their writing performance
format	Article
author	Sarjit Kaur, Malini Ganapathy, Gurnam Kaur Sidhu,
spellingShingle	Sarjit Kaur, Malini Ganapathy, Gurnam Kaur Sidhu, Designing learning elements using the multiliteracies approach in an ESL writing classroom
author_facet	Sarjit Kaur, Malini Ganapathy, Gurnam Kaur Sidhu,
author_sort	Sarjit Kaur,
title	Designing learning elements using the multiliteracies approach in an ESL writing classroom
title_short	Designing learning elements using the multiliteracies approach in an ESL writing classroom
title_full	Designing learning elements using the multiliteracies approach in an ESL writing classroom
title_fullStr	Designing learning elements using the multiliteracies approach in an ESL writing classroom
title_full_unstemmed	Designing learning elements using the multiliteracies approach in an ESL writing classroom
title_sort	designing learning elements using the multiliteracies approach in an esl writing classroom
publisher	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
publishDate	2012
url	http://journalarticle.ukm.my/5565/ http://journalarticle.ukm.my/5565/ http://journalarticle.ukm.my/5565/1/18_3_11_Sarjit.pdf
first_indexed	2023-09-18T19:44:28Z
last_indexed	2023-09-18T19:44:28Z
_version_	1777405807736913920

Designing learning elements using the multiliteracies approach in an ESL writing classroom

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