Titlebook: Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies; Vander Tavares Book 2024 The Editor(s) (if applica

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https://doi.org/10.1007/978-94-011-5848-0ective. Multiliteracies, a term coined by a group of scholars known as the New London Group (NLG henceforth) (. 66:60–92, 1996), reconceptualize literacy and literacy education in response to the evolving nature of society based on increasing cultural and linguistic diversity, technological innovati

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A. F. Ismail,R. Naim,N. A. Zubirn of . (Kress in Literacy in the new media age. Routledge. 2003; Kress in Multimodality: A social semiotic approach to communication. 2010) as a theoretical lens for evaluating students’ textual productions, and by extension, for use in assessment schemes in foreign language teaching and learning. T

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https://doi.org/10.1007/978-94-009-3139-8al identities of race, which intended to bring theory closer to practice and to support teachers to be able to think critically about the need to address social identities of race in their classes, thereby reflecting on themselves and their own practice. In this matter, the pedagogy of multiliteraci

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https://doi.org/10.1007/978-1-4899-1477-4formation and communication technologies (ICTs), it is essential that attention be paid to the affordances of the multiplicity of meaning-making resources employed for language teaching and learning purposes in English as a foreign language (EFL) contexts. Drawing on principles of multiliteracies as

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T. M. Majka,A. Leszczyńska,K. Pielichowskiial practice within specific cultural contexts is a principle of pedagogies conceptually anchored in multiliteracies. Such pedagogies offer second language (L2) teachers a new paradigm to reconsider the role of students as active co-constructors of knowledge. This approach, imbricated with the use o

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https://doi.org/10.1007/978-3-319-41421-8 meaning-making for students with a wide span of experiences and languages learning together. In science, multilingual learners benefit from the use of multiple languages, variation in modalities, and participation in dialogues through informal language. However, meaning-making depends upon an oppor