Multiliteracies, Multimodality and Criticality in ELT
Objectives
By the end of the seminar, students are expected to be able to do the following:
1. Participate in advanced discussions on diverse concepts of literacy, the use of multimodal resources and criticalapproaches to language study and learning;
2. Identify different approaches to textual- and multimodal-based learning in the language classroom;
3. Analyse critically the concepts of reading, literacy and multiliteracies, and apply different reading strategies toclassroom contexts;
4. Identify the concept of “participatory culture” and explain its relevance to English language teaching;
5. Explore the uses of rhetoric and remediation in promoting participatory cultural practices in the English languageclassroom;
6. Identify and discuss the basic theoretical assumptions and practical consequences of various critical approaches tolanguage study;
7. Develop and write a research paper on multiliteracies, the use of multimodal resources and/or criticality as applied tothe field of ELT.
General characterization
Code
02114202
Credits
10.0
Responsible teacher
Carolyn Elizabeth Leslie
Hours
Weekly - Available soon
Total - 280
Teaching language
Portuguese
Prerequisites
N/A
Bibliography
- Albers, P. (Ed.) (2018). Global conversations in literacy research: Digital and critical literacies. New York and London:Routledge.
- Bowen, T., and Whithaus, C. (2013). Multimodal literacies and emerging genres. Pittsburgh, PA: University of PittsburghPress.
- Early, M., Kendrick, M. & Potts, D. (Eds.) (2015). Special topic issue: Multimodality: Out from the margins of EnglishLanguage Teaching. TESOL Quarterly, 49(3).
- Eyeman, D. (2015). Digital rhetoric: Theory, method, practice. Ann Arbor: The University of Michigan Press.
- Jenkins, H., Kelley, W., Jenkins III, H. G., Clinton, K. A., McWilliams, J., Pitts-Wiley, R. & Reilly, E.(2013) Reading in aparticipatory culture: Remixing Moby-Dick in the English classroom. New York and Berkeley: Teachers College Press.
- Selber, S. (2004) Multiliteracies for a digital age. Carbondale, IL: Southern Illinois University Press.
- Wallace, C. (2003). Critical reading in language education. Basingstoke and New York: Palgrave MacMillan.
Teaching method
The teaching-learning process to be developed in S3 takes place in a virtual environment (e-learning, with recourse tothe Moodle platform). The learning methods used combine individual study with collaborative work. Students arerequired to carry out individual reading and research work and to develop a critical reflection on the course materials.Collaborative work is to be conducted in discussion forums, in which students are expected to participate bypresenting the conclusions of their reflection on the course material, debating specific questions or topics, andpresenting and discussing their own course work and that developed by their classmates.
Evaluation method
Continuous assessment - A final individual written work(40%), Short written works and presentations (individual and group) and a continuous assessment report(60%)
Subject matter
Topic 1 - Reading and literacy in the ELT classroom
Topic 2 - Multiliteracies and multimodality
Topic 3 - Participatory culture and the language classroom
Topic 4 - Rhetoric, remediation and participatory culture
Topic 5 - Language and criticality: theory and practice