Asimina Volaki

LRM50

Polyxeni Manoli

June 8, 2023

Final Essay: The Implementation of Multiliteracy Pedagogy in a Multilingual and

Multicultural Context

                                                       Abstract

This essay aims to study and highlight how effective the establishment and
implementation of multiliteracies pedagogy can be when integrated by bilingual-
multilingual teachers in the educational process within a multilingual and
multicultural context. The study was based on interviews with bilingual teachers
(both in non-formal and formal education), and the findings emerged in correlation
with the relevant literature. The main object of the research was how multiliteracies
pedagogy can have positive effects on language acquisition, cultural understanding,
and other significant aspects within a multilingual educational context in the "brave
new world" that arises due to complex global phenomena such as the integration of
refugees and immigrants into contemporary Western society, acceptance and
coexistence with diversity, and contemporary achievements in the field of technology.

1. Introduction

In a contemporary and technologically rapidly developing world, due to the changes

occurring in individual aspects of people's lives such as working, public, and personal
life (Cope & Kalantzis, 2000) that all exist and develop within communities,
multiliteracies pedagogy emerged as a dynamic approach to pedagogical science. In
the new pedagogical context, it is considered necessary for teachers to overcome
the traditional text-based literacy and to adopt (in the teaching-learning process)
multiple modes of communication, such as visual, oral, and new technologies, with
the main goal of making them more reliable for students to achieve learning, the
development of cognitive functions, and critical ability. The traditional text-based
pedagogy does not provide, so successfully, students the opportunity to prepare for
the modern professional and social reality, as the modern world includes and
requires skills at a digital and multimodal level, precisely because they are used more
of this kind in a new demanding and competitive reality.
As a teacher who works with refugees, I understand the value and power of
multiliteracy pedagogy in the learning process. When it comes to getting a good
education, refugees frequently encounter several difficulties, such as trauma,
cultural differences, and language limitations. These kids' varied requirements might
not be adequately met by conventional text-based instruction, which would reduce
their chances of successful integration and academic success. We can build a more
welcoming and powerful learning environment that takes into account the special
skills and experiences of refugee students by embracing multiliteracies. The benefits
of using multiliteracies pedagogy in the education of refugees will be discussed in
the brief work that follows. By adopting this strategy, teachers can improve student
engagement, encourage inclusion, develop digital literacy skills, and stimulate critical
thinking.

2. Literature Review

Regarding the diversity that the various discourses bring to modern society,
especially in a multilingual and multicultural classroom (either formal or informal),
multiliteracies pedagogy can be particularly helpful. The New London group, and
especially Bill Cope and Mary Kalantzis, who were the first to study in depth and
highlight the important contribution that multiliteracies pedagogy can have in
education and, by extension, in general in a contemporary and constantly evolving
world, emphasize the importance of its use by teachers with the aim of utilizing all
those diverse repertoires brought by the various groups of learners in order to make
meaning. The traditional literacy that for many years has been designed and applied
in pedagogy by curricula and teachers tends to show a tendency to try to
homogenize the material produced by the students in the classroom and non-
individualized use of material and theory, in contrast to the multiliteracies pedagogy
that aims, with teaching and learning by design, to achieve accessibility to
knowledge and the creation of a critical selection of diverse repertoires. (Cope and
Kalantzis, 2000). Using existing information, media, and repertoires to design
something new that meets students' learning needs is a functional approach that
serves learning goals and utilizes all media. Moreover, this approach will be
supportive in the effort of students to be equipped with the appropriate guarantees
to achieve what they dream of in their working, public, and personal lives, and many
times it is impossible and unlikely to be realized in certain categories of learners due
to the difficulty of accessibility. "As curriculum is a design for social futures, we need
to introduce the notion of pedagogy as design," argues the New London Group.

It is crucial to review the four components of multiliteracies, which are: 1. situated

practice. 2.Overt instruction. 3. Critical framing and 4. Transformed practice, so that
we can understand them as components that complement each other (and not as
separate categories that we can count) (Kalantzis, 2019) in order to understand how
the implementation of multiliteracies can provide teachers and students with an
innovative educational experience that will help them on a practical level.
Specifically, situated practice means making learning experiences that connect with
things that students already know and like. By connecting what they learn to real-life
situations, students get more interested and involved in their learning because they
can see how it can be useful in their everyday lives. In addition, overt instruction
helps students learn how to understand and use different ways of communicating,
like looking at pictures or using computers, for example. Teachers teach students
directly, so they can become more aware and purposeful in how they communicate.
When we speak about critical framing, we can understand that students, in the
context of Multiliteracies, learn to identify prejudices, stereotypes, and covert
objectives in many kinds of communication by engaging in critical framing. Students
are better equipped to participate actively and thoughtfully in a multiliterate and
multimodal society that is rapidly changing thanks to this critical knowledge, while
Transformed Practice invites students to repurpose, customize, and develop their
own multimodal texts and communication methods. Transformed practice entails
creating and disseminating new information and meaning through multimodal
compositions rather than just reading and interpreting texts. Reflecting on the
above, we recognize that by including specific literacy in the curricula and
consequently in the school classes, accessibility is ensured to all students regardless
of economic and social status, and citizens are created ready to realize their goals in
a demanding reality.

3. Methodology

To be able to better understand the difference that pedagogy multiliteracies can

make—in case it is applied by a teacher—in target language acquisition of refugees
and migrants and also the positive impact it can have on the three pillars that shape
their lives (as presented by the New London Group): working lives, public lives, and
personal lives, a brief research project was conducted in which two of my colleagues
participated in both formal and non-formal educational contexts. The selection of
the specific participants is related both to the subject of their studies and their
professional training, as well as to their long-term experience in multilingual and
multicultural classrooms. Both interviews were audio recorded by my smart phone,
and both participants gave their permission to record them and use the data in a
qualitative approach to draw some important conclusions about multiliteracies
pedagogy through the combination of literature and theory with teachers'
experiences.

Focusing on the experiences of the two teachers in relation to the theoretical

background that we know from the relevant bibliography, we aim to present some
conclusions associated with: 1. Familiarity that might teachers have with
multiliteracies pedagogy; 2. Strategies followed for the implementation of
multiliteracies pedagogy by the teachers; 3. Difficulties or challenges that might face
the educational process when applying the strategies 4. The positive or negative
impact on student learning that teachers notice when they apply the specific
pedagogy in relation to the goals they set in their educational process 5. What
should be done at the level of politics by the Ministry of Education so that teachers
can easily integrate multiliteracies pedagogy into their teaching?

Let’s see the profile of participants in the following table:

Personal information and

background
Participant A Participant B
 
P.M. is a 29-year-old
E.K. is a 41-year-old
educator in the shelter of
woman who teaches
unaccompanied minor
 Age and occupation Greek to refugee minors
refugees of the NGO
in formal education
Kinoniko EKAV, "Nefeli
(public schools).
3."
MA in Educational Bachelor's degree in
 Studies Background Science, c2 in English, B1 philology, c1 in English
in French language

4. Findings and Discussion

The benefits and pros of the use of multiliteracies Pedagogy in mainstream schools
in a rapidly changing world that demands flexibility and constant designing and
redesigning has various aspects, and the key factor is that it properly prepares
students for the challenges they are going to face later in their lives. But, especially
in a multilingual and multicultural classroom where diversity is the key element that
teachers are asked to manage properly, the implementation by teachers and the use
of a literacy that helps to appreciate and make appropriate use of the complexity
and diversity of the students' repertoires promotes an understanding and
development of the students' language skills and encourages them to build on
already existing language skills that can be brought into the classroom with the aim
of mastering the target language and also engage and "accept" their own cultural
uniqueness.

In our research, it was remarkable that both participants identified the positive
impact of the implementation of multimodal literacies in their lessons, even though
they did not have the possibility to implement them in every lesson. In the first case,
the teacher of formal education had difficulty applying the approach entirely in her
lessons, as the curriculum does not encourage such a thing, nor does the Greek
school in Servia, Kozani, which did not have the appropriate technological means. On
the other hand, the informal education teacher had more freedom to use various
such modes with the use of tablets that he had in the shelter and that were sufficient
to cover the needs. Regarding the positive outcome of the implementation of
multiliteracies in their lesson, like it happened with Hanah in the research conducted
and studied by Drewry, Cumming-Potvin, and Maor in 2019 in "New Approaches to
Literacy Problems: Multiliteracies and Inclusive Pedagogies", E., the teacher in Servia,
Kozani High School that my students attend, noticed that our refugee students
responded very positively to a multimodality literacy approach. They were eager to
participate in the project of making a presentation of their traditional street food
using videos, audio pictures, etc. Also, P. indentifies that inclusivity is best achieved
by the implementation of a specific approach; with the project that the children
were given to present, not only did they cooperate and act as a group, but they also
accepted the diversity of each participant and admired the presentations of their
classmates who came from other countries. Must not forget that multiple modes of
communication are necessary in order to make learning meaningful, make learning a
fun experience, and motivate them to overcome any difficulties they face in
studying. Also, in both cases, it was noticeable the way in which the children
cooperated in their lessons to complete the projects assigned to them. The children
worked together as a team and showed solidarity by helping each other with
possible obstacles presented to them in relation to the design and use of the modes.
Perhaps the common difficulty they both faced was the lack of free teacher training
from the educational system as well as the fact that refugee children are constantly
moving, changing their place of residence, and their education stops when they flee.
The work of both teachers thus remains unfinished, but with the constant arrival of
new students, it is difficult to continue the existing progress.

5. Conclusion

The implementation of multiliteracies Pedagogy and the variety of modes such as

pictures, speech, and computers inform learners of how things are arranged in the
contemporary, modern world. Learners should now know, that reading and writing
are not the only ways of understanding things and making meaning. They also
understand that people use different media and things they read or see every day.
This way of teaching helps students think carefully and participate in a world that
uses a lot of technology. It teaches them the skills they need to understand and
navigate a complex and connected world.

It is also great because it helps learners learn together, share ideas, work on projects
together, and, of course, use their different languages and experiences. This way of
learning helps them become better at talking to each other, understanding different
perspectives, and working as a team. They also accept and value the variety of
different languages, repertoires, and cultures through the inclusion of their cultures
and languages in lessons. Thus, the different modes can make students more
interested, motivated, and confident to participate in the learning process.

It may still be, as we can understand from our brief research (at least in Greece), that
the conditions are not ripe for the full implementation of multiliteracies pedagogy
teaching practices in the public Greek common mainstream school due to the lack of
logistical infrastructure (tablets, PC interactive boards) and the curricula that are
obsolete and not renewed for several years, both for the refugee students and for
the thousands of Greek students. Despite this, an effort is made by the teachers to
attend educational programs and to implement in their teaching multimodality and
various visual, audio, and theatrical elements that include the language of the body,
etc.

Bibliography

Group, N. L. (2000). Multiliteracies: Literacy Learning and the Design of Social

Futures. Psychology Press.

Drewry, R., Cumming-Potvin, W., & Maor, D. (2019). New Approaches to Literacy
Problems: Multiliteracies and Inclusive Pedagogies. Australian Journal of Teacher
Education, 44(11), 61–78. https://doi.org/10.14221/ajte.2019v44.n11.4

Education at Illinois (2019, March 20). Multiliteracies - Mary Kalantzis [Video].

YouTube. https://www.youtube.com/watch?
v=NyK70HOaMDU&ab_channel=EducationatIllinois

Appendix

As a teacher/educator in the shelter "Nefeli 3" of NGO Kinoniko EKAV, I asked my co-worker
in the shelter of unaccompanied minor refugees of the NGO Kinoniko EKAV,“Nefeli 3” P.M.
to discuss about Multiliteracies Pedagogy and to testify his experience during the
implementation. I had exactly the same discussion with my students' teacher, who teaches
them at the public school, who has a master's degree in Educational Sciences and is quite
familiar with Multiliteracies Pedagogy. In both cases, conversation was conducted in Greek
for our convenience and then I transferred it in English. The following discussion was
recorded with a smart phone:

Me and Participant A: E.K. Me and Participant B: P.M.

M: Thanks E. for helping me out with that. Μ.Well, here we are again!
Can I record our conversation for research P. Yes! Fine!
purposes? M. This time I will ask you some questions
E: And thank you for choosing me for your about multiliteracy pedagogy. Do you know
research. any things?
M: I know that your MA was on Educational P. I know a few things, it's the truth. It is
Sciences. Are you familiar with about the use of many media in the lessons,
Multiliteracies Pedagogy? Can you, please apart from the book.
give me an example about how you M. It is very general, yes, but apart from the
implement this literacy in your lessons? book, writing and reading, we are talking
E: Yes of course, I am familiar with about a kind of multiliteracy, planning your
Multiliteracies Pedagogy and I think that lesson so that the children create and
such an application benefits the students a become familiar with digital media, images,
lot. I try hard to implement multiliteracies in etc. As far as I know, you often use in
my lessons but sometimes I face some different lesson in between.
problems because the children come and go P. Yes, and indeed I also put some exercises
all the time. I don't have enough students to for the children online, we solve games
do enough things and make it all work as it together that we find online, I have also put
should. an assignment on the presentation of the
M: I know, I know. Just first tell me about the children's spaces to a group of 10 children.
implementation and we discuss later the M. Yes, I remember, but tell me how you did
rest. it exactly?
Ε. In a lesson where we were discussing our P. The children were divided into groups, I
national foods with the children, a video was wanted them not necessarily to be of the
shown in the computer room of the street same nationality to see how they would
food of each country (Cameroon, work together. I asked them to get
Afghanistan, Syria and Greece), this gave me information from the internet and present a
the opportunity to show them the next time monument, the symbol of their country. My
we could to present a recipe with various goal was mainly to motivate them to learn
ingredients. At first they wrote me some information about their countries and
recipes in Greek and then I asked them to present them. At first I thought of having
make it in the structure for you with the use them make them on large cardboards, but
of computers. I chose the ppt presentation then I thought of presenting it in front of all
to familiarize them with their use but also the children in the structure, on the
with our language in terms of the linguistic projector, so they made a ppt in groups.
part. . Of course there was also the visual, M. I remember it, very nice. Do you
the audio which was the music they chose remember anything notable about the
and all the rest. They loved it because they process? What did you notice?
had the opportunity to engage and show to P. What I have to say is that children are very
all their culture and tradition. interested in what has to do with
M. They did it all together or one by one? technology. Each team wanted to make the
E. They did it all together with collaboration, best presentation, they were looking for
that’s why this kind of literacy helps to photos, video, music, quotes in their
engage our diversity and be a team. languages for the photos. I just gave them
Teamwork is important. feedback and maybe suggested some things.
M. Ok, can you explain to me what you They made it themselves and it was decent.
prefer to implement Multiliteracies instead M. How was their collaboration throughout?
of using the traditional text-based literacy ? P. They constantly helped each other,
What are the pros in Multiliteracies? especially N. and A. who are fluent in using
E: I am not saying that the traditional text- programs etc. Fortunately we have tablets
based pedagogy cannot be used and applied, and it is easier for them with Android.
but by integrating many different M. Yes, it is valid, otherwise it would be
communication modes into the lesson plan, somewhat difficult with the only computer
we thus recognize and "embrace" the rapidly we have in the hall.
evolving nature of communication in a world P. Valid.
that provides various stimuli to children and Μ. What difficulties you faced? If any.
is essentially digital in many areas. Also the P. I can say that I would like to know more
barriers that exist in a linguistic lever for about Multiliteracies and other literacies in
refugee children can be eliminated with the order to help them more the next time, but I
use of multimedia. would try to inform myself about it.
Μ. I agree, now about that you said before. I Although, I believe that some seminars or
understand you face some difficulties when training programs should be more accessible
you try to implement Multiliteracies for young teachers even though some of us
Pedagogy in your classroom. Explain to me, don’t work for public schools.
please. M.Educational seminars and others. Do you
E. (()) As you know, the children in your think the children learned something new?
Shelter come and go. This a big obstacle for Did they benefit?
me when I try to teach generally. I teach P. First of all, the children, and only those
from Metadrasis book Entaxei because “Geia who deal with something that includes
sas” the book I consider the book sent by the composition, image, sound and their
ministry about refugee reception personal vision with the concept of creation,
departments to be insufficient. But I also found it extremely interesting. The only thing
can't teach from Entaxei well because I have that saddened me was that M. left for
to co-teach the children as they are all at a Holland a day before the presentation and
completely different level, in Greek. So, unfortunately he did not have time to
Multiliteracies in my case can be helpful. present with the rest of the group Bamiyan,
But, I don’t have access to tablets or the monument of Afghanistan.
computers every day, I must ask for M. You are right. What do you stand out as
permission and most of the time someone positive in your experience with children?
else use the one and only computer P. For sure the concept of teamwork and
classroom in the school. "we are all a team" brought them closer and
M. The first one is also one of the main they learned to help each other even though
difficulties I face in the shelter. What do you they are from different tribes and have
believe that must be done in a wider tensions within the shelter.
context, in relation to the policies that can M. Thank you P.
be followed by from the Greek educational P. You are welcome!
system, so that the implementation of the
specific literacy becomes easier?
Ε: Tell me how I can implement a
pedagogical approach that assumes the use
of different and different modes when the
curriculum does not promote such a thing
and cannot support it? And indeed this does
not only apply to refugee children but also to
native students. So, the changing must begin
from there, from where it starts. The
curriculum. Multiliteracies Pedagogy should
be a priority into the Greek curriculum.
Another important step is of course
teacher’s training. They should be free
training programs for teachers to ensure
that every teacher knows the “how” of this
literacy. How to implement it in their
lessons. For me it is steo by step, first these 2
and later we can discuss it further.