Education Publications

Document Type

Article

Publication Date

2019

Journal

Research and Practice in Technology Enhanced Learning

Volume

14

Issue

1

First Page

1

Last Page

14

URL with Digital Object Identifier

https://doi.org/10.1186/s41039-019-0095-2

Abstract

Innovative literacy teaching and learning approaches have proved that multiliteracies enables teachers to work with culturally and linguistically diverse (CLD) students. However, few studies have shed light on examining Chinese teachers’ understanding and practices of multiliteracies in Canada. To respond to this challenge, this qualitative case study aims to understand how Chinese teachers who pursued multiliteracies graduate studies perceive and implement multiliteracies in teaching young CLD children Chinese literacy in Canada. We investigated narratives of two Chinese teachers to provide useful insights into their lived experiences of multiliteracies for Chinese literacy teaching. A constant comparison approach was adopted to analyze three data sources through narrative analysis: interviews, reflective writings, and curriculum materials. Findings suggest that these teachers actively appropriated affordances of multiliteracies for Chinese literacy teaching in Canada drawing upon graduate courses in multiliteracies. The paper concludes with the pertaining implications to highlight the importance of teacher professional development.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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