Applying the multiliteracy method to my scenario

 Implications of the multiliteracy mode of teaching to the scenario


With regards to the language learning scenario the multiliteracy method would be advantageous particularly in the current digitalised world. Using the technology available is essential for language teaching, including multimodal methods such as visual, audio and spatial. Students can view videos on you tube, access information on Social Media sites such as Facebook and Webpages. Cope and Kalantzis (2009) described the importance of using a student's interests and knowledge in a collaborative environment. In this scenario this would involve the students talking with each other and with the teacher about their interests and background experiences, including cultural differences and beliefs. The environment of the learner is designed so that they can derive meaning from the text, by making the learning relevant and individualised for each learner. As Cope and Kalantzis (2009) explained, the students need experiencing, so that real life experiences of language learning takes place, real communication with each other and local speakers of the language and in real life situations such as shopping. The learners then use conceptualising by comparing the learnt concepts and noting similarities and differences between them. They then analyse the knowledge they have learnt by applying the knowledge in real life situations such as shopping, catching the bus and ordering from a restaurant. All these experiences should be applied to the learning scenario to assist with their language acquisition. 

The multiliteracy pedagogy of learning gives the learner choice for where they start their learning and different settings. This would suit the range of learners in the scenario as the learning activities can be individualised to meet the learning needs of the students, depending on where they are in the language acquisition journey. If the learning environment is carefully designed by the teacher, it would be suitable for all students, regardless of gender, race and wealth.

 

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