scholarly journals Investigating Literacy Practices in a University EFL Context from Multiliteracies and Multimodal Perspective: A Case Study

2018 ◽  
Vol 9 (6) ◽  
pp. 192 ◽  
Author(s):  
Salim Nabhan ◽  
Rahmad Hidayat
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
English Language ◽  
Literacy Practices ◽  
Group Discussion ◽  
Literacy Skills ◽  
Multimodal Texts ◽  
Reading And Writing ◽  
Writing Practices ◽  
English Literacy

This study attempts to investigate the literacy practices of EFL teaching and learning in higher education level from multiliteracies and multimodal perspective. Mixed methods were used: questionaires to the students, interviews with both teachers and students, focus group discussion with students, observation, and documents. The study was focused on the English reading and writing classroom activities. The results of the study revealed that most participating students frequently utilized on screen text and digital devices instead of printed paper in their reading and writing activities. In addition, despite the fact that teachers still used print-based literacy, they supported the adoption of digital and multimodal literacy in their teaching. The findings also indicated that there was mostly misconception of English literacy skills limited to the only targeted skills of English language, and yet the nature of reading and writing practices has developed towards incorportion of printed based texts with multimodal texts. Nevertheless, some challenges occured in integrating multimodality into practices including curriculum design and different learners’ qualification. Findings collected from the this study might have implications for the curriculum development within the framework of multiliteracies and multimodality in the contemporary teaching and learning English language particularly in response to the emergence of technology.

scholarly journals The Malaysian EFL Education: A Brief Historical Review and Literacy Issues

2018 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
Harison Mohd. Sidek ◽  
Wahiza Wahi
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Historical Review ◽  
Literacy Curriculum ◽  
Tertiary Institutions ◽  
Library Research ◽  
English Literacy ◽  
Higher Institutions ◽  
Document Review

Hailed as a lingua franca, the English language maintains its significance at the global level and due to such status, ithas been made a mandatory subject at the elementary, secondary and tertiary institutions in Malaysia. This paperpresents the review of English literacy in terms of its historical path and its status as a second language (EFL) issueswithin the Malaysian educational context. Document review was conducted for the study to find out the MalaysianEnglish literacy historical path. A library research on mainstream journals was carried out to find out EFL literacyissues in Malaysia. The historical review reveals that the mandatory inclusion of the English literacy in the schooland higher institutions’ curriculum could be traced back as a linguistic culturalization effect of the Britishcolonization. The review also indicates that the pattern of inclusion of the English literacy in the Malaysianeducational system seems to be developmental in nature but with some patterns of consistency at the initial stage ofits inclusion. With regards to the EFL literacy issues, the review shows that the shifting from the English to theMalay medium in public schools could be inferred as one of the root causes of the emergence of issues in the EFLliteracy amongst Malaysian learners. The outcomes of the review have implications on English literacy policy, futurerevisions of English literacy curriculum to alleviate the current EFL literacy issues and to increase its effectiveness inEFL teaching and learning in the Malaysian context.

scholarly journals Learner Autonomy Practices in English Language Teaching in EFL Context

2019 ◽  
Vol 1 ◽  
pp. 53-61
Author(s):  
Jagadish Paudel
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Learner Autonomy ◽  
English Language Teaching ◽  
Qualitative Research Design ◽  
Taking Charge ◽  
The One ◽  
Language Teaching And Learning

Einstein says “I never teach my students. I simply provide the situations in which they can learn”. In line with this saying the learner autonomy (LA) approach provides learners with situations where they can learn independently in their own pace. This learner centered approach to teaching, emerged during the 1980s, aims at empowering learners by transforming responsibilities to them. This study aimed at exploring the practice level scenario of LA in English language teaching and learning. To this end, I employed the qualitative research design i.e. I observed teachers’ classes and conducted Focus Group Discussion (FGD) with the students. The information elicited from participants was transcribed, codified, categorized and finally themes were generated. The study revealed that, though the teachers and the students were affirmative towards LA, in a real sense, the majority of them did not adopt in English language teaching and learning. The classroom ritual is still teacher oriented. On the one hand, the teachers are still in the cockpit of pedagogy without providing any agency for the students. On the other hand, students' readiness for bearing responsibility of their learning was found weak. They preferred attachment to teachers without taking charge of learning.

scholarly journals STUDENTS’ PROBLEMS IN LEARNING ENGLISH AS A SECOND LANGUAGE AMONG MDAB STUDENTS AT UITM MALACCA

2019 ◽  
Vol 2 (7) ◽  
pp. 01-12
Author(s):  
Khalijah Mohd Nor ◽  
Masliza Mohd Razali ◽  
Nashrah Talib ◽  
Nurbarirah Ahmad ◽  
Siti Rosnita Sakarji ◽  
...  
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Higher Learning ◽  
Language Experience ◽  
Reading And Writing ◽  
Office Management ◽  
Learning Institutions ◽  
Learning English

This study examined students’ problems in learning English as a second language in higher learning institutions. This paper reports on the results of an interview of 30 randomly selected MDAB students of Diploma in Office Management and Technology at UiTM Melaka. The aim of this paper is to identify the factors that contribute to the decreasing of students’ achievement in the English language. The discussion revealed the different reasons that students face in speaking, listening, reading and writing skills. In learning a second language, it is of utmost importance that learners receive maximum support in terms of a supportive and conducive learning environment as well as an adequate and meaningful language experience. This research hopes to enlighten students in learning the English language so that they may strive to improve their English skills, thus making language teaching and learning more effective and meaningful for both lecturers and students.

scholarly journals Exploring In-Service TEYL Teachers’ Assessment Literacy: Implication For Continuing Professional Development

2020 ◽  
Vol 5 (1) ◽  
pp. 47-51
Author(s):  
Amalul Umam ◽  
Yani Awalia Indah
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Group Discussion ◽  
Continuing Professional Development ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Literacy Standards

Assessment is central and holds essential role in language learning from which the result of the teaching and learning are derived. It shows that the ability of language teachers in assessing their students is crucial. This study explored the assessment literacy of in-service TEYL teachers in Bogor by employing narrative case study. The subjects of the study were 19 English teachers around Bogor. In collecting the data, CALI (Classroom Assessment Literacy Inventory) and FGD (Focus Group Discussion) were employed. The data gathered from CALI were then scored and analyzed, and FGD data were coded based on the assessment literacy standards from which conclusion were derived. The findings reveal that teachers have poor level of assessment literacy. Consequently, teachers must update themselves by conducting continuing professional development. HIGHLIGHTS: Assessing Young Learners is complicated and challenging for Indonesian teachers because of the demand of the Curriculum 2013. Assessment literacy is central in English language learning from which teachers can assess their students and communicate the results to the stakeholder. Continuing Professional Development is an important action that can be done by teachers to increase their assessment literacy.

scholarly journals LITERACIES AMONG YOUTH FROM CAMPO (RURAL) COMMUNITIES: WHAT IS REVEALED DURING VIDEO PRODUCTION

2020 ◽  
Vol 59 (1) ◽  
pp. 151-172
Author(s):  
Maria Zélia Versiani Machado ◽  
Gilcinei Teodoro Carvalho ◽  
Carlos Augusto Novais ◽  
Ana Paula da Silva Rodrigues
Keyword(s):  
Rural Communities ◽  
Urban Youth ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Rural Youth ◽  
Social Practices ◽  
Video Production ◽  
New Literacy ◽  
Daily Lives ◽  
Reading And Writing

ABSTRACT This article presents the results of the research study, “Literacies in rural communities: social practices of reading and writing in school and non-school situations”, conducted from 2015 to 2017. This study investigated how forms of sociability and communicative circuits in the daily lives of the rural youth constitute social practices of reading and writing. Initially, the use of the word “literacies” in the plural is justified. The context for this research is the Araçuaí Family Agroecological School in Vale do Jequitinhonha, Minas Gerais, Brazil. Analyses are based in the New Literacy Studies (STREET, 2014) and the methodology assumes a qualitative approach from an ethnographic perspective (HEATH; STREET, 2008) in which students collaborated in the production of videos with themes related to their communities. Video production was adopted as a methodological strategy to achieve literacies involved in the collective actions of the process. The results show that the use/non-use of digital technologies does not stand as a factor of differentiation between rural youth and urban youth, definitively breaking with the idea that rural communities are social spaces that lack literacy practices or that are disconnected from the virtual world, which shows that schools should broaden their concepts of literacy, not only by pluralizing practices, but mainly by incorporating them as a constitutive element of their teaching and learning project.

Hybrid Identity Design Online

2010 ◽  
pp. 36-54
Author(s):  
Candance Doerr-Stevens
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Literacy Practices ◽  
Literacy Learning ◽  
Native English Speakers ◽  
English Speakers ◽  
Hybrid Identity ◽  
Hybrid Identities ◽  
Writing Practices

The pedagogy of multiliteracies aims to push our understanding of literacy beyond that of traditional reading and writing practices to include multiple practices of designing meaning that are often multimodal in nature. This chapter explores one of these multiliterate practices, that of hybrid identity design online. This process examines how native English speakers intermix local and global resources in strategic ways in a process the author has termed glocal appropriation. The chapter reviews the growing body of research on English Language Learners who utilize local and global resources to construct hybrid identities, which in turn allow for participation in English language literacy practices. To shift the focus to native English speakers, she presents a case study of one native English speaker’s use of local and global resources to design an online identity. She argues that through the hybrid identity practice of glocal appropriation, he is able to design new imaginaries of self, which promotes continued participation and, in turn, allows for literacy learning and spaces of civic pluralism.

A Comprehensive Call Solution for Writing in the Disciplines

2019 ◽  
pp. 108-132
Author(s):  
Dennis Foung ◽  
Dureshahwar Shari Lughmani
Keyword(s):  
Hong Kong ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Language Teachers ◽  
Online Support ◽  
Writing In The Disciplines ◽  
Call System ◽  
English Literacy ◽  
University City ◽  
The University

This chapter describes the planning, implementation, and evaluation of a CALL support system for a university literacy project funded by the University Grants Committee in Hong Kong. The project, Supporting and Developing Students' English Literacy Practices in the Disciplines, was a collaboration among three universities: The Hong Kong Polytechnic University, City University of Hong Kong, and Hong Kong Baptist University. The chapter first describes collaboration between discipline teachers and language teachers to identify appropriate genre-based online support for students followed by details of the comprehensive needs analysis. Most importantly, the chapter focuses on how this CALL system was designed and developed to meet the needs of different stakeholders including the manner in which the comprehensive, flexible, and dynamic design helps non-traditional and independent tertiary level learners develop literacy skills for their content courses. The chapter concludes by providing details of an evaluation of the CALL system conducted with various stakeholders.

Engendering Multiliteracies Using Digital Games and Digital Literature

2020 ◽  
pp. 57-77
Author(s):  
Nolan Bazinet
Keyword(s):  
Digital Media ◽  
21St Century ◽  
English Language ◽  
Formal Education ◽  
Literacy Practices ◽  
Digital Games ◽  
Literacy Skills ◽  
Critical Education ◽  
Digital Literature ◽  
New London

Recent calls for critical education in regards to social and digital media argue for the importance of 21st century media and literacy skills (Butler, 2017; Storksdieck, 2016). These calls join a chorus of academics who have long been calling for the importance of multiliteracy development in education (Cope & Kalantzis, 2000; Lankshear & Knobel, 2011; New London Group, 1996). In searching for texts that may facilitate multiliteracy development, digital games has emerged as an option in formal education, given the complex critical thinking, learning, and literacy practices they can afford (Beavis, O'Mara, & McNeice, 2012; Gee, 2007; Squire, 2008; Steinkhueler, 2010). The chapter explores the multiliterate affordances when using digital literature and digital games at an English language college in Quebec. Results show that the implications of using digital games to engender multiliteracy development are substantive.

Transnational Preservice Teachers’ Literate Lives and Writing Pedagogy in a Digital Era

2014 ◽  
pp. 298-315 ◽  
Author(s):  
Minda Morren López ◽  
Carol Brochin
Keyword(s):  
Preservice Teachers ◽  
Critical Reflection ◽  
English Language ◽  
Literacy Practices ◽  
Writing Pedagogy ◽  
Classroom Teachers ◽  
Literacy Narratives ◽  
Multimodal Texts ◽  
Digital Era ◽  
Dominant Ideologies

This chapter focuses on the experiences of Latin@ transnational preservice teachers as they detail their (bi)literate lives through multimodal texts, specifically digital timelines and literacy narratives. Using qualitative methods, the authors examine the ways in which the production of multimodal texts became the medium through which participants could reflect on their own literacy processes through reflection and sharing. Preservice teachers were also asked to discuss their understandings of writing pedagogy and how they envisioned their future classrooms. Most of the Latin@ participants reported multiple language use and a variety of contexts where they learned about literacies. In addition, the multimodal and digital aspects of the assignments assisted students in recalling memories, widening their views of what counts as literacy, and fostering more inclusive writing pedagogy. Providing future classroom teachers with opportunities for engaging in mulitimodal composing along with critical reflection has the potential to transform and disrupt dominant ideologies towards literacy practices and English language dominance. Understanding the complex literacy practices of preservice teachers may also lead to shaping the future of literacy instruction to better serve an increasingly multilingual, multicultural student population.

scholarly journals Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education

2010 ◽  
Vol 1 (2) ◽  
pp. 34-54
Author(s):  
Nwachukwu Prince Ololube ◽  
Teinye Briggs ◽  
Peter James Kpolovie ◽  
Salome Uwaoma Ezindu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Active Role ◽  
Reading And Writing ◽  
Childhood Education ◽  
Communicative Approach ◽  
Teaching Responsibilities

Abstract This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education centres (ECEC) have no professional early childhood education qualifications and, as a result, are not qualified to effectively carry out their teaching responsibilities. It is hoped that this study can contribute to a deeper understanding of how early childhood education teachers perceive language teaching and consequently assist in the development of teacher education programmes and activities. Teacher training and education courses must play a more active role in informing trainee teachers of the instructional value of communicative approach in the teaching and learning of the English language. This study provides parents, teachers, researchers, the public and those who manage education systems with new data that will help them to answer questions about the failing state of education in Nigeria.

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