A Multiliteracies Approach to Materials Analysis

Autor/inn/en	Rowland, Luke; Canning, Nick; Faulhaber, David; Lingle, Will; Redgrave, Andrew
Titel	A Multiliteracies Approach to Materials Analysis
Quelle	In: Language, Culture and Curriculum, 27 (2014) 2, S.136-150 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2014.927883
Schlagwörter	Literacy Education; English (Second Language); Material Development; Foreign Countries; Learning Processes; Second Language Instruction; Multiple Literacies; Private Colleges; Instructional Materials; Curriculum Evaluation; English for Academic Purposes; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Lehrmaterialentwicklung; Ausland; Learning process; Lernprozess; Fremdsprachenunterricht; Privathochschule; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung
Abstract	Multiliteracies pedagogy is an approach to literacy education emphasising the diverse ways in which people make meanings and communicate their understandings to others. Within this view of literacy teaching and learning, the construal and expression of meaning is considered a result of people engaging in various knowledge processes as they interact with texts. An initial move for teachers interested in adopting a multiliteracies approach is an assessment of how their current teaching practices and materials offer learners opportunities to engage in different knowledge processes. To that end, this article describes a procedure for English Language Teaching (ELT) materials analysis based upon a concept from multiliteracies pedagogy: the knowledge process (KP) framework. With a view to improving the English language curriculum at a Japanese university, the framework was used to identify which knowledge processes are anticipated in teacher-generated literacy materials. The results of the study reveal that the majority of the analysed materials target the knowledge process of experiencing, while few materials require students to conceptualise or analyse information. Through a discussion of these results, the authors contend that the KP framework can be effectively employed as a specialised materials analysis instrument for revealing the meaning-making opportunities presented to learners by ELT literacy materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10