Conclusion

 Conclusion



In conclusion, I examined the complexities facing students and teachers in the area of language learning. The pedagogy of multiliteracy was viewed and the practical benefits of using this approach to language teaching and to the scenario. It was shown that by using real life experiences and multimodal methods, students would be encouraged to learn in a safe environment where their gender, race and culture are accepted. Also mentioned was the importance for language learning of critical literacy, whereby texts are analysed by students and opportunities for students to discuss authentic social and cultural issues.

The main issue discussed was the issue of identity and its complex interplay with language learning. As Norton states, “language constructs our sense of self, and that identity is multiple, changing, and a site of struggle” (Darvin & Norton, 2015, p. 36). Identity of both the teacher and learner can impact the effectiveness of the language learning. If a student's identity is not considered, they are less invested in the leaning process and therefore unmotivated to learn the language.

Language practices need to support student's identities, regardless of gender, race and social class, for the learning process to be effective. A student's identity should be recognised to give them a right to speak and ownership of the language. 



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