Revisiting the Pedagogy of Multiliteracies: Writing Instruction in a Multicultural Context

Tamas Kiss*, Ken Mizusawa

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

24 Citations (Scopus)

Abstract

Given the multimodal and multicultural character of modern English, English Language Teaching should meaningfully reflect this. Although some attempts have been made, adequate attention has not been paid to reforming writing pedagogy. This paper presents the findings of a two-year research project on writing instruction in the Singapore English Language classroom, which caters for a mixture of EFL (English as a foreign language), L2 (second language) and L1 (first language) learners. Data were gathered from six secondary school teachers via observations and interviews through which their common practices and beliefs were established. Our findings revealed an extensive use of examination-centred practices based on functional literacy, routine procedures and standardisation, rather than a pedagogy that promotes social equity and cultural and linguistic diversity as advocated by the New London Group. Following their work, we argue that student agency, critical literacy, and socially and culturally situated learning should be integrated into all writing classrooms for effective learning to take place.

Original languageEnglish
Pages (from-to)59-68
Number of pages10
JournalChanging English: Studies in Culture and Education
Volume25
Issue number1
DOIs
Publication statusPublished - 2 Jan 2018

Keywords

  • New London Group
  • examination backwash
  • functional literacy
  • multiliteracies
  • writing pedagogy

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