The integration of framework of multiliteracies pedagogy in traditional primary literacy classroom curriculum : a collaborative action research study of the use of multiliteracies pedagogy in a primary school English class

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The integration of framework of multiliteracies pedagogy in traditional primary literacy classroom curriculum : a collaborative action research study of the use of multiliteracies pedagogy in a primary school English class

 

Author: Shiu, Wing Hoi Cathy
Title: The integration of framework of multiliteracies pedagogy in traditional primary literacy classroom curriculum : a collaborative action research study of the use of multiliteracies pedagogy in a primary school English class
Degree: M.A.
Year: 2015
Subject: English language -- Study and teaching (Primary)
Literacy -- Social aspects.
Language arts -- Social aspects.
Multicultural education.
Hong Kong Polytechnic University -- Dissertations
Department: Dept. of English
Pages: 113 pages
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b2823723
URI: http://theses.lib.polyu.edu.hk/handle/200/8091
Abstract: In view of the need to prepare students for challenges and opportunities in the 21st century, there is a strong call to reform the existing English classroom curriculum and introduce a new one that includes multimodal literacy and critical literacy. This paper reports a collaborative action research between a researcher-practitioner and her teaching colleague. In the project, a revised classroom curriculum incorporating with multimodal resources was conducted under the framework of multiliteracies pedagogy in a traditional Hong Kong English classroom of a junior primary class. It is found that the new curriculum was well-received by the students and it promoted the interest of language learning among the class. There were positive changes of the teacher{174}s view in language teaching that he recognised the effectiveness of using multimodal resources in language teaching and learning; and acknowledged the place of introducing social values and moral education in language class. This study also serves as an indicator on how a local teacher interprets the multiliteracies pedagogy with his knowledge about language teaching. It concludes with a practical guide for local English teachers who intend to incorporate the framework of multiliteracies pedagogy in their own classroom curriculum.

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