Multiliteracies-Enhanced Practices as Empowerment Pedagogy for Teaching Transnational English Language Learners in a CLIL-Based EAP Course in Canada
The growing emphasis on institutional internationalization has been noticeable in Canadian higher education and has contributed to the increasing enrolment of international students and created heterogenous socio-linguistic institutional landscapes across the nation, as discussed by Guo and Guo ( St...
Saved in:
| Published in: | English teaching & learning Vol. 47; no. 3; pp. 403 - 427 |
|---|---|
| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Singapore
Springer Nature Singapore
01-09-2023
|
| Subjects: | |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The growing emphasis on institutional internationalization has been noticeable in Canadian higher education and has contributed to the increasing enrolment of international students and created heterogenous socio-linguistic institutional landscapes across the nation, as discussed by Guo and Guo (
Studies in Higher Education, 42
(5), 851-868,
2017
). Viewing international learners’ linguacultural diversity as a resource and a source of empowerment, this paper demonstrates how multiliteracies-enhanced teaching practices can empower learners’ linguistic, cultural, and intellectual strengths and their transnational identities in a content and language integrated learning (CLIL)-based English for academic purposes (EAP) course in a Canadian university. Drawing upon frameworks of multiliteracies/pluriliteracies pedagogy, the article showcases how three researchers structured their innovative and inclusive instructional course design to facilitate learners’ multiliteracies development through a two-year action research project. To facilitate learners’ in-depth discussions with course materials and connect them with their own transnational journey and cross-cultural experiences, learners were invited to participate in a series of experiential education (EE)-integrated and multimodal tasks such as identity texts and multimedia blog reflections. With evident testimonies from interviews, questionnaires, and student work samples, the study highlights that these innovative and inclusive tasks that center on multimodality for multiliteracies engagement create inclusive space for learners to serve as both knowledge-providers with their familiar intellectual fields and knowledge-seekers for new information. The study implies that critical teaching needs to orient learners to critical perspectives in their learning as global citizens, who move away from colonial relations of power dominated in EAP learning around the world and advocate for their plurilingual and pluricultural selves by embracing diversity in their academic endeavors. |
|---|---|
| ISSN: | 1023-7267 2522-8560 |
| DOI: | 10.1007/s42321-023-00154-9 |