Language, Literacy and Literature Assignment 2022

Running head: LANGUAGE, LITERACY AND LITERATURE FOR EDUCATORS
LANGUAGE, LITERACY AND LITERATURE FOR EDUCATORS
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LANGUAGE, LITERACY AND LITERATURE FOR EDUCATORS1
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

LANGUAGE, LITERACY AND LITERATURE FOR EDUCATORS2
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