Navigating (mis)assumptions in exploring teachers’ knowledge and practice of multiliteracies pedagogy

Abstract

My research aims to explore teachers’ literacy experiences and teaching practices in New Zealand intermediate schools through the lens of multiliteracies pedagogy (MLP). However, upon the initial semi-structured interview, I realised my (mis)assumptions and learned that it could be demanding and challenging for teachers to narrate their literacy teaching beliefs and practices. Consequently, I reworked my interview protocols and switched from semi-structured to unstructured interviews. Then I conducted them in conjunction with the collection of observational data. I also extracted the key elements of MLP – diversity, multimodality and a repertoire of pedagogy – and substituted them with terms and practices more familiar to the teachers. Through this experience, I discovered that honesty, flexibility and adaptability are some of the essential characteristics when conducting research as a novice researcher.

Creating an inclusive second language writing classroom through multiliteracies pedagogy: A duoethnography study

“…In the context of L2 teaching and learning, two important considerations emerge: (i) fostering inclusive classrooms that address student diversity in learning styles, preferences, interests and needs; and (ii) recognising the evolving nature of language and communication. From these perspectives, effective teaching and learning must actively engage students' prior knowledge, build on their strengths, and explicitly teach multimodality (Yap, 2023). Studies on first language settings have reported numerous benefits of MLP; however, investigations in L2 classrooms contend that an examination‐driven and outcome‐orientated pedagogical approach has rendered the framework less pertinent in such environments (Cope & Kalantzis, 2009).…”