From Functional Literacy to Multiliteracies: Understanding the Challenges of Integrating Rich and Visual Texts in Singapore Writing Classrooms

Autor/in	Mizusawa, Ken
Titel	From Functional Literacy to Multiliteracies: Understanding the Challenges of Integrating Rich and Visual Texts in Singapore Writing Classrooms
Quelle	In: Asia Pacific Journal of Education, 41 (2021) 4, S.727-739 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mizusawa, Ken)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2021.1997705
Schlagwörter	Functional Literacy; Multiple Literacies; Second Language Instruction; English (Second Language); Foreign Countries; Visual Literacy; Technology Uses in Education; Writing Instruction; Secondary School Teachers; Singapore + Suchen Sie Ihr Suchwort? Funktionale Kompetenz; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schreibunterricht; Singapur
Abstract	The recent exemplification of multiliteracies in the newly implemented English Language (EL) syllabus in Singapore clearly signals to EL teachers the great importance of integrating technology-mediated communication practices into their classrooms. An initiative of the New London Group, multiliteracies is a pedagogical approach that points to the urgency and challenges of preparing students for a fast-paced, dynamic and multimodal world that now shapes all aspects of modern text consumption and production. Yet, EL writing instruction remains particularly resistant to such reforms. What we have instead is a persistence of long-dominant functional literacy strategies which emphasize technical skills, language rules, and learning by rote. This paper utilizes data gathered from a two-year, grant funded multiple-case study that investigated writing pedagogy on the part of six teachers working in three typical secondary schools in Singapore. It seeks to explain how functional literary persists to constrain the pedagogical actions of teachers, either explicitly or implicitly. It also identifies teaching opportunities that emerged in classroom observations but remained unexplored as a result of this functional literacy focus. Most importantly, the paper articulates how this historical trend may be challenged and overcome with a more robust multiliteracies pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01