Electronic Thesis and Dissertation Repository

Degree

Master of Arts

Program

Education

Supervisor

Mi Song Kim

Abstract

Existing literature regarding teachers’ practices of multiliteracies has proven that multiliteracies enables teachers to deal with diversity and build creative teaching practices in classrooms. However, few studies have shed light on Chinese teachers’ understanding and practices of multiliteracies. This qualitative case study investigated and displayed two Chinese teachers’ diverse perceptions and practices of implementing multiliteracies in teaching young children Chinese literacy in Canada. A constant comparison approach was adopted to analyze the data collected from interviews, curriculum materials and reflective writings from two Chinese teachers. The findings show that these Chinese teachers have different perceptions regarding multiliteracies, and create innovative Chinese literacy practices responding to students’ learning needs and interests. The implications highlight the importance of professional development in promoting teachers’ understanding and practices of multiliteracies.

Keywords: multiliteracies, multimodality, Chinese literacy teaching, Chinese teachers’ perceptions, professional development


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