Understanding the Multiliteracies Framework
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Summary –
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The overarching theme of this chapter is the
multiliteracies approach to learning, essentially a method of teaching that is
socially and culturally conscious of the student’s perspectives and the variety
of perspectives present in the world. It aims to bring these world perspectives
to a smaller and more tangible environment for many: the classroom. It first
introduces Meaning Design as a means of interpreting texts, whether that is
audio, visual, or written texts, and then transforming these texts which will
vary between each student because all bring their own perspective to the
classroom. The article the discusses the “what” of Multiliteracies Approach
through the type of texts one can use and different ways to analyze these
texts.
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Key Concepts –
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Meaning design
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This type of design incorporates in all aspects
of learning and therefore can appeal to all kinds of students whether they are
visual or oral or auditive communicators. It also emphasizes the integration of
culture and our own cultural experiences, which are important to take into
account as they may color the way we learn or how we learn best. Finally, it
encourages people to problem-solve and collaborate, meaning that it is not an
individual act (communicating that is,) but requires others.
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Conventions
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This concept does not only touch the linguistic
norms of a culture/person but also the interpretation and creation of meanings/norms.
Conventions will influence how one interacts with the world and are dictated by
the culture in which he/she lives. This is important, specifically for me as a
teacher, because my students come to class with a set of conventions, perhaps
all different, that I try to expand upon and reveal other sets of conventions
in the world through a foreign language.
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Reaction –
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I enjoyed this part of the chapter as it gave
concrete words for things, I have already experienced in the classroom such as
conventions or attempts I’ve (unknowingly) made to try these methods of
teaching. By giving me more explicit definitions and examples of these methods,
I can bring this knowledge to lesson planning and incorporate in new or more
stretching activities for my students that would challenge them to express
themselves. I also appreciated the discussion on how texts can come in a
variety of forms, especially since everyone learns slightly differently and I
cannot rely on just one means of teaching and hope all my students understand
100%.
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Discussion Questions –
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In what
ways can I bring the Meaning Design to my classroom? As in, how can I allow students
to come to their own conclusions or creations without taking too much time or
having too many different creations
in the classroom?
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Are there other ways to develop my personal pedagogy
without actually teaching?
Authentic Materials Myths
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Summary –
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This short chapter discusses what authentic texts
are and their importance in a variety of contexts and teaching methods. Types
of authentic texts and discussed, as well as the rich, cultural perspective
that they bring to class. Many are motivated by authentic texts, one reason
because they bring these new real, cultural perspectives to the classroom that
did not exist prior. However, a warning is given to teachers about practical
problems such as the time-consuming nature of finding authentic texts or the
timeliness of these texts for example.
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Key Concepts –
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Authentic text
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These are important because it communicates real
messages to audiences, rather than being fabricated for the sake of a textbook.
Authentic texts help with understanding texts that can be found in the real world,
away from a FL classroom.
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Task-input phase
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It provides a context and situation in which
students interact with authentic texts and practice using their skills in a
more real-world situation while inside the confines of a classroom where the teacher/other
classmates can help each other.
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Reaction –
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This definitely encouraged me to try and find or
incorporate in more authentic texts into my classroom! All texts used on exams
are authentic, so practicing with these types of texts during a normal week
could aid students in understanding the language (even if for the sake of doing
well on their exams) and possibly even motivate them to continue learning
Spanish in the future!
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Discussion Questions –
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Where can I find authentic texts that are too
difficult to understand for my students?
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How should I present authentic texts that may
present conflicting linguistic uses? (There are many Spanish-speaking countries,
each with their own dialect and manner of speaking/writing which is what I am
referring to.)
I'm glad reading about authentic materials got you excited to try some new things in your classroom. I posted some resources for finding authentic materials in the Week 7 Canvas module, so that should get you started on located texts. One question: How does the concept of conventions relate to texts/authentic materials?
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