Core Concepts from Multiliteracies for Language Teachers in Contemporary Times
Three nine-year-old boys are sitting on a porch in urban Canada. They are engaged in a multiplayer session of Terraria, a video game that purports to combine the creativity and freedom of a sandbox environment with the strategic requirements of an action game. Each child is holding his own device—an iPod Touch, an iPad, an android tablet. Their eyes are xed on their own screens, sometimes scanning over to the others’, ngers busily pushing and swiping as they build biomes. During the game, one of the boys opens an Internet browser, types in a term from the game, and the children collectively research how to nd an element they want. Through the search results they read blog posts from other players and add their own information to the mix. Continue Reading →
The English language classroom is one of only a handful of settings in which language is used and learned simply for the sake of using and learning it. Beyond the classroom, English is used for a myriad of transactional reasons—getting things done—and relational reasons—using language to build relationships. Just as one’s L2 is used beyond the classroom in innumerable disciplines and for in nite purposes, so too can multifarious elds contribute to our approaches to teaching the language. Here I will touch on three that have in uenced my teaching in ways that have been useful to my students in their real lives, beyond the classroom.
The rst is phonetics (i.e., how the human body makes the sounds of a particular language). How can English learners’ awareness of phonological processes enable them to accurately articulate the sounds of English which do not exist in their native languages? Continue Reading →