Education Publications
Document Type
Article
Publication Date
2021
Journal
Interactive Learning Environments
Volume
31
Issue
4
First Page
1988
Last Page
2000
URL with Digital Object Identifier
https://doi.org/10.1080/10494820.2020.1870503
Abstract
Much attention has been paid to the introduction of a culturally responsive curriculum in early childhood education in our increasingly globalized society to support young children of diverse cultural and linguistic (CLD) backgrounds. With the rise of twenty-first century concepts of what literacy means in the digital age, traditional literacy practices that have relied primarily on print-based texts have been also challenged. To response to these imperatives, this qualitative case study presents a lived story of a grade one teacher who implemented multiliteracies pedagogy in her classroom for young culturally and linguistically diverse (CLD) children. Our findings show that applying multiliteracies pedagogy not only motivated the teacher to value her CLD students’ diverse semiotic resources as available designs but also transformed the way the teacher integrated technology in literacy teaching. We end this paper with the discussion of implications of integration of multiliteracies pedagogy to technology-enhanced literacy teaching and learning.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Notes
This is an Accepted Manuscript of an article published by Taylor & Francis in Interactive Learning Environments on 2021-01-17, available online: https://www.tandfonline.com/10.1080/10494820.2020.1870503.
This work was supported by Social Science and Humanities Research Council of Canada and University of Western Ontario.