Awakening Sociocultural Realities in Pre-Service Teachers through a Pedagogy of Multiliteracies

Autor/in	Castro-Garcés, Angela Yicely
Titel	Awakening Sociocultural Realities in Pre-Service Teachers through a Pedagogy of Multiliteracies
Quelle	In: GIST Education and Learning Research Journal, (2021) 22, S.173-197 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Castro-Garcés, Angela Yicely)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Preservice Teachers; Teaching Methods; Multiple Literacies; Sociocultural Patterns; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Education Programs; Learning Processes; Literacy; Information Technology; State Universities; Foreign Countries; Illustrations; Scaffolding (Teaching Technique); Learning Activities; Colombia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Learning process; Lernprozess; Alphabetisierung; Schreib- und Lesefähigkeit; Informationstechnologie; Staatliche Universität; Ausland; Bildliche Darstellung; Lernaktivität; Kolumbien
Abstract	Language learning that is grounded on learners' sociocultural realities promises to be a meaningful experience they are likely to treasure when it comes to grappling with practical day-to-day matters. This article reports on a research study aimed at fostering socioculturally constructed language learning in a group of pre-service English teachers. This is a qualitative case study, grounded in a social constructivist paradigm, which draws on a pedagogy of multiliteracies through the Knowledge Process and the Concept of Design (Cope & Kalantzis, 2009) to embrace diverse modes of communication and to expand learners' possibilities of engagement with text and the social and cultural world around them. The findings indicate that while learners are provided with opportunities to explore, reflect and co-construct socioculturally driven knowledge, they are involved in a meaning-making experience that allows them to make sense of the language they are learning. In this way, participants embraced diversity and gained sociocultural understandings by engaging in a pedagogy of Multiliteracies. (As Provided).
Anmerkungen	Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01