Language, Literacy and Literature Assignment 2022

Running head: LANGUAGE, LITERACY AND LITERATURE FOR EDUCATORS
LANGUAGE, LITERACY AND LITERATURE FOR EDUCATORS
Name of the Student:
Name of the University:
Author note:

1LANGUAGE, LITERACY AND LITERATURE FOR EDUCATORS
The pedagogy of multiliteracies has marked a significant prominence in the literacy body
of knowledge. The multiliteracies framework has suggested that teaching and learning must be
approached from four vital angles and from the standpoint of four orientations. The
multiliteracies framework intends to supplement rather than negating the diverse current
teaching methods. According to Corkett and Benevides (2015), each of these aspects of the
pedagogy represents a tradition in pedagogy as a whole. Core principles of the pedagogical
approach of inclusive education relates to appreciation and acknowledgment of diversity among
students. Miller (2015) has noted that practice of learning as effective and inclusive can be
acknowledged if learners seek real-world tasks with relevant and rational subjects. The thesis
statement of the essay is “Literacies and Multiliteracies in classrooms function as conjectural
novelty with the rapid development in financial, communal as well as cultural life of individuals.”
Multiliteracies and multi-literacy practices play decisive role in inclusive practices within
the classroom. With the increasing radical change in the 21st century, the traditional perspective
of literacy and literacy education no longer tends to satisfy needs and requirements of learners
in working as well as social life, chiefly beyond classroom environment. Consequently,
expanded domains of literacy have been proposed in order to support knowledge, education as
well as practices of learners and educators. Literacy has been explained as a form of learning
which is constricted to paper-based formalized as well as standardized forms of language,
which simply exhibits the dominant language along with cultural patterns (Warner & Dupuy,
2018). The idea of multiliteracies has been initially developed with an endeavour of humanizing
the explanation of literacy in order to align it with new practices in the working public as well as
private lives of individuals. The major difference between the traditional view of literacy and
multiliteracies lies on thefact that in multiliteracies view, literacy is not limited to documented or
printed forms of language but grounded on the developed side with an aim to incorporate
multiple modes of representation and illustrations associated with music, different gestures and
pictorial representations (Walsh, 2017). Moreover, while the printed and documented literacy is
highly essential, it is only one category of literacy which tends to make meaning in a narrowed
form. Under multiliteracies framework, since multimodal is recognized as one of the
characteristics of learning, literacy comprises of social objective and review of literacy.
Multiliteracies is primarily based on variability which is the source of the design
resources According to Fountzoulas, Koutsouba and Nikolaki (2018) literacy practices show
divergences in different contextual settings. According to Kafle and Canagarajah (2015) use of
English language tends to diversify in different nations and by different ethnic groups.
Furthermore multiliteracies theory posited that offering knowledge to learners to develop skills of

2LANGUAGE, LITERACY AND LITERATURE FOR EDUCATORS
designing social features is viewed as particular purpose of literacy. Multiliteracies idea sheds
light on few major dimensions of change in current communications environment. The initial
point for Multiliteracies framework implies to the notion that knowledge and connotation are
historically and communally placed in the form of designed artefacts. Under Multiliteracies
framework, Situated Practice takes in immersion in lived experiences along with application of
Available Designs. In the view of Walsh (2017), it further involves experiences of students’ life
worlds as well as simulations of the linkages to be found in professional settings and social
contexts. Additionally, another major shift of the idea of Multiliteracies has been the
development of new communications technologies. According to Cope and Kalantzis (2015),
meaning has been constructed in ways which turn out to be multimodal whereby written-
linguistic modes of meaning play as essential part of visual, sufio as well as spatial styles of
meaning. It further accentuates learner agency as well as subjectivity as every individual
learner comprises and individualistic background as well as experiences languages literature
and literacy practices along with the objectives of using meaning making resources, methods of
interpretation and comprehension of the resources and most importantly products by creating
novel forms of languages (Cope, Kalantzis & Smith, 2018). Hence literacy education is
considered not simply as a method which is purposed to reproduce the existence but further
create the forms which never had any importance before, thus aligning with social as well as
cultural development (Fountzoulas, Koutsouba & Nikolaki, 2018).
The meaning of ‘inclusive’ is broad in orientation or range and does not vacate any
particular part or group out. Inclusive teaching practise offers learning experiences which further
enables learners belonging to all backgrounds, learning approaches and competencies to be
successful. Inclusivity in classroom refers to the fact that contributions and standpoints are
equally appreciated and respected. Effective way to incorporate integrating technologies in
classroom under multiliteracies framework is to stimulate pre-service educators in evaluating
technologies along with media in order to determine ways in which multiliteracies can support
and develop learning avenues of all students within an inclusive class setting. In the view of
Miller (2015), this type of approach will facilitate pre-service educators to formulate novel and
innovative methods for improving literacy expansions via multi-modal learning environments. On
the other hand, Corkett and Benevides (2015) have noted that literacy tends to serve as a
questioned and contentious concept which reflects varied ideological explanations in different
contexts. Furthermore, majority of reformist teachers have contested that ‘whole-language’
approaches which are likely to engage learners in language-rich settings create multi-literate
apprentices proficient of acclimatizing to diverse literacy loads and settings, thus giving them

3LANGUAGE, LITERACY AND LITERATURE FOR EDUCATORS
more social as well as political organization in the external setting. Comprehensive studies of
Garvis and Manning (2017) have found that in the context of multiliteracies and inclusive
pedagogy, educators chiefly perform as a primary facilitator of classroom community of practice
in which students develop engagement in collaborative learning aligned with their collective
knowledge as well as cultural life experiences. Studies have found the importance of
collaboration for children, educators as well as community members (Markee, 2015). As a
result, curriculum has currently included educators of ESL, FSL along with special education,
music, literacy, arithmetic, ICT as well as library science in addition to classroom generalists of
primary as well as junior rankings.
It is highly imperative to create inclusive learning and teaching as it distinguishes
privilege of all leaners to a learning experience which shows great reverence, multiplicity,
facilitation of participation and further eliminates barriers as well as anticipates and further
deliberates a range of learning requirements as well as preferences (Sang, 2017). One of the
primary roles of education is to allow children with the abilities, information, knowledge as well
as approach essential to function as important members of the society. However, the emptiness
left by the dearth of adequate and satisfactory language teaching can profoundly influence
social functioning (Neumann & McDonough, 2015). According to Richard et al. (2019), benefits
of inclusive language classroom is significant since English as a language has been simply
considered as the unique language that supports in assimilating and incorporating learners to
engage into the mainstream. The interactionist approach has suggested that the inclusive
language classroom in constructive communication in a second language has benefitted
students to focus on meaning, exchange in order to make input understandable as well as
endeavour to create novel language practices with the production of language. The
responsibility of schools chiefly comprises of not specifically linguistic teaching or presenting
students to different words and terms, but proficiently delivering appropriate openings
for supporting the inclusion of language. Language inclusive learning is further highly beneficial
as it is not simply recognized as learning linguistic rules or vocabulary. Moreover, language
inclusive classroom benefits learners’ need of developing an understanding of ways and
methods to act as language users and also ways to use language suitably in diverse settings.
Furthermore, inclusive language classroom benefits students to illustrate their identity and
distinctiveness to others and ways of implementing language efficiently with an aim of achieving
their interactional objectives (Chuang, Weng & Chen, 2018). Furthermore, settings in which
learners use language has been considered as social context constituting its own rules as well
as expected arrangements. Consequently, students require proper accessibility to social usages

4LANGUAGE, LITERACY AND LITERATURE FOR EDUCATORS
of language to construct consideration of ways of applying language even in other settings apart
from classroom. Moreover, in language inclusive settings, by means of contribution in
interaction, students tend to attain access to openings in lieu of socialization not chiefly to the
cultural standards of any specific cultural patterns but further to the classroom standards as well
as practices for particular activities. Furthermore, Garvis and Manning (2017) have claimed that
social equivalence can be particularly advantageous in language learning settings, thus
enabling students to attain opportunities to interconnect without being guided by educator. Such
inclusion enables students to determine strategies of initiating or joining conversation and when
to contribute as well as ability of changing subjects in conversation.
To conclude, Literacies and Multiliteracies are identified as theoretical novelty under the
rapid transformation in financial, communal as well as cultural life of individuals. It is highly
overbearing to create inclusive learning as well as teaching as it distinguishes privilege of all
leaners to a learning experience which shows great reverence, multiplicity, facilitation of
participation and further eliminates barriers as well as anticipates and further deliberates a
range of learning requirements as well as preferences Literacies and multiliteracies have
expanded the possibility of literacy by forming new grounds in literacy as well as literacy
education that surpass paper-based interpretation as well as writing in addition to provide
pedagogical frameworks expected in teaching and learning. Multiliteracies theory suggested
that literacy is established and encompasses of social objective and review of literacy as
multimodal is recognized as one of the characteristics of learning.

5LANGUAGE, LITERACY AND LITERATURE FOR EDUCATORS
References
Chuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a flipped
classroom approach to language learning?. British Journal of Educational
Technology, 49(1), 56-68.
Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of
multiliteracies. In A pedagogy of multiliteracies (pp. 1-36). Palgrave Macmillan, London.
Cope, B., Kalantzis, M., & Smith, A. (2018). Pedagogies and literacies, disentangling the
historical threads: An interview with Bill Cope and Mary Kalantzis. Theory Into
Practice, 57(1), 5-11.
Corkett, J. K., & Benevides, T. (2015). Preservice teachers’ perceptions of technology and
multiliteracy within the inclusive classroom. International Journal of Psychology and
Educational Studies, 2(2), 35-46.
Fountzoulas, G. K., Koutsouba, M. I., & Nikolaki, E. (2018). Critical Literacy and the
Multiliteracies of Dance: A First Approach. Journal of Educational and Social
Research, 8(3), 69-78.
Garvis, S., & Manning, M. (2017). An Interdisciplinary Approach to Early Childhood Education
and Care: Perspectives from Australia. Routledge.
Kafle, M., & Canagarajah, S. (2015). Multiliteracies, Pedagogies, and Academic Literacy. In The
Handbook of Bilingual and Multilingual Education (pp. 241-252). Wiley-Blackwell.
Kent, W. (2018). Language, Literacy, and Multiliteracies: Preparing Graduate Students to
Provide Language Intervention in the 21st Century. Teaching and Learning in
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Markee, N. (2015). The handbook of classroom discourse and interaction. John Wiley & Sons.
Miller, A. (2015). On paper, in person, and online: A multi-literacies framework for university
teaching. Journal of Academic Language and Learning, 9(2), A19-A31.
Neumann, H., & McDonough, K. (2015). Exploring student interaction during collaborative
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Richard, G. T., Giri, S., Ashley, R. W., & Whittington, N. (2019). Scaffolding Inclusivity Through
Making: A Preliminary Analysis of Diverse Learners’ Meaning Making Through Complex
Systems. A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded
Learning in Collaborative Settings.

6LANGUAGE, LITERACY AND LITERATURE FOR EDUCATORS
Sang, Y. (2017). Expanded Territories of" Literacy": New Literacies and Multiliteracies. Journal
of Education and Practice, 8(8), 16-19.
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