Integrating multimodal literacies in ESL teaching: addressing learner diversity
In today's technologically-dependent globalised era, the "performance, chasm" among diverse ESL learners is a topic for discussion by educators, policymakers and concerned citizens in many communities in the developing world. These concerns make it necessary for ESL teachers to use...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universiti Kebangsaan Malaysia
2009
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| Online Access: | http://journalarticle.ukm.my/7533/ http://journalarticle.ukm.my/7533/ http://journalarticle.ukm.my/7533/1/New_Profile_1_20140911115304289.PDF |
| Summary: | In today's technologically-dependent globalised era, the "performance,
chasm" among diverse ESL learners is a topic for discussion by educators,
policymakers and concerned citizens in many communities in the developing
world. These concerns make it necessary for ESL teachers to use effective
teaching strategies that not only to enhance English language proficiency
but also to determine the elements of student diversity in their ESL classrooms.
It is widely recognised that English literacy is interwoven into the fabric of
rapid development of new technologies and cannot be separated from our
everyday lives. Hence, this article presents a case study using the multiliteracies
approach that accommodates the broad repertoire of textual practices and
multimodal literacies in a language classroom. This study found that students
are actively involved in the process of learning through the multiple modes of
meaning making within the scope of their task-based project. As such, the
multimodal aspects of this case study allow contextualised meanings to be
created by the students through the use of multiple semiotic resources and
media. More importantly, the multiliteracies approach has managed to help
the participants to address learner diversity in a more integrated and
contextualised manner. |
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