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Dealing with multiliteracies in literacy pedagogy I: Focus on multilingualism

Publikation: Bidrag til bog/antologi/rapport/proceedingKonferenceabstrakt i proceedingsForskningpeer review

  • Helle Laursen
  • Line Møller Daugaard, VIA UC, Danmark
  • Winnie Østergaard, UCN, Danmark
  • Institut for Didaktik
  • Forskningsprogram for Fagdidaktik

Dealing with multiliteracies in literacy pedagogy I.
Focus on multilingualism

Line Møller Daugaard, Winnie Østergaard & Helle Pia Laursen

This paper is the first of two interconnected papers dealing with multiliteracies in literacy pedagogy

Ten years ago the Multiliteracies Project (Cope & Kalantzis, 2000) reflected on the changing semiotic landscape of literacy teaching and learning and asked the question how these changes could be taken into account in designing literacy pedagogies. The notion of Multiliteracies combined a focus on the multiplicity of representational modes (multimodal literacies) and on the increasing linguistic diversity (multilingual literacies) in the communicational environment. The plural form of the term literacies highlighted the hybridity of literacy practices in different sites.

This paper and a following paper address the challenge of dealing with the two ‘multi' dimensions of literacies in a Nordic educational context ten years after the introduction of the concept of multiliteracies. In this paper we especially focus on the multilingual dimension.

It draws on an ongoing research study Signs of language. The overall purpose of the study is to examine the children's explorations of the written language as a meaning-making tool and to examine and develop literacy practices in multilingual classrooms. Further, it aims to contribute to a broadening and reconceptualizing of literacy pedagogy in multilingual settings. The research project is a longitudinal study (2008-2014) and involves five classes, which are followed from preschool class until sixth grade. In each class a number of focal children are picked out, and the literacy use and development of these children will receive special attention. All classes and schools are characterized by a considerable degree of linguistic diversity among the pupils and in the surrounding community. In each of the five classrooms, research assistants collaborate with teachers and other relevant pedagogical professionals in order to develop and analyze the children's literacy acquisition and forms of pedagogical practice in relation to literacy teaching in multilingual classrooms. It applies a social semiotic approach to literacy learning and teaching in multimodal and multilingual contexts (Kenner et al 2004, Hodge & Kress 1988, Kress 2001). This approach focuses on the acquisition of sign systems as a process, whereby children make meaning from the information available to them in their social environment.

In this paper, we discuss the relevance of a multiliteracies approach to literacy pedagogy and present some preliminary observations and considerations from our research study with special attention to the challenge of multilingualism. Our observations show multilingual literacy events and practices in which language and languages occur in complex interactions and combinations - a complexity which raises new challenges to teaching and learning in multilingual classrooms and to the theories and concepts used to describe them

TitelActive citizenship : NERA's 38th Congress. Abstracts
RedaktørerNanny Hartsmar
Antal sider1
ForlagNFPF: Nordiske uddannelsesforskningsforening
StatusUdgivet - 2010
BegivenhedNERA's 38th Congress - Malmö, Sverige
Varighed: 11 mar. 201013 mar. 2010


KonferenceNERA's 38th Congress

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