1. What does multiple literacies or multiliteracies mean to you? How might a multiliteracies perspective
inform and/or transform ESL/EFL/FL instruction and assessment?
I understood the concept of multiliteracies as a modified approach to classic literacy teaching and
learning, In other words, it transcends the basic notions of teaching and/or acquiring reading and
writing skills. It incorporates materials that offer other ways to express and develop literacy and
also incorporate critical literacy, critical thinking and higher-order thinking skills. It benefits
ESL/EFL and FL instruction and also assessment methods because it draws upon students’
cultural backgrounds and previous experiences which they bring to the classroom but are often
“shut downed” or ignored. This way, their language learning experience becomes relevant,
meaningful and established a connection with their individual lives by also allowing them to
express themselves in multiple ways (not just reading and writing).
2. How might a pedagogy of multiliteracies be connected to the notion of critical literacy that we
discussed in the last session? More specifically, how can multimodal based-materials be used
as tools for employing critical literacy in ESL/EFL/FL instruction?
Since critical literacy is based on the notion of putting issues into perspective, foster an
environment for discussion of human rights, social issues, challenging dominant and –possiblyoppressing ideas, and the application of critical thinking skills in student-centered classrooms;
multiliteracies materials seem as appropriate resources and tools that accommodate a critical
literacy approach. By incorporating videos, songs, poems, pictures, music, digital storytelling and
many other multimodal-based materials, the teaching-learning experience is not limited to the
“written-based” approach to materials used in classrooms. In addition, as stated in the articles
read, multimodal – based materials offer opportunities to incorporate the plurality of multisemiotic texts that students are already exposed to in their daily lives in today’s society.
3. What instructional activities or projects about multiliteracies, multimodality (Kress, 2000)
and New Literacies Studies (New London Group, 2000) described in the three readings and the
video clip (see below) did you find the most useful? Explain why.
It is hard to decide which one I liked best. I feel as they all offered interesting perspectives and
meaningful ways to incorporate critical literacy in the classroom. I believe final decisions must be
made based on students’ profiles, social context (school community, geographic location) and
curriculum goals. I personally enjoyed reading about the Cinderella ethnographic study and how
students “read”, interpreted, debunked some gender stereotypes, and “accommodated” the story
in such a way that it matched their cultural backgrounds and thus, they were able to draw from
their own experiences in order to provide meaning to the story. I think that this method is
representative of the goals of critical literacy in terms of understanding social justice issues such
as gender roles in society. It also accommodates to the notion of multiliteracies by providing
multiple ways to exert those literacies (“reading,” speaking, drawing, retelling). I also found the
interviews for storytelling development very appropriate for this pedagogical framework.