Pedagogy of multiliteracies in CLIL: Innovating with the social systems, genre and multimodalities framework

More than two decades after the conceptualization of “A pedagogy of multiliteracies” (PoM) by the New London Group (1996), the world has witnessed much pedagogical innovation in literacy education and radical technological advancement. However, few studies have shed light on how PoM can be actually practiced in non-western contexts. To fill this gap, this article proposes the social systems, genre and multimodalities framework as an instructional toolkit to practice PoM in English as an additional language contexts. To this end, the learning process of 240 Hong Kong secondary school students enrolled in an English-medium small private online course was investigated. The results show that PoM helps the students construct new learner identities and facilitates their content and language knowledge development. My study suggests that PoM can be enriched by offering students practical analytical toolkits and a multimodal autonomous learning environment.
在新倫敦學派提出《多元識讀教學法》(PoM)後的二十多年，科技蓬勃進步，教學創新層出不窮，但似乎鮮有探討在非西方環境中如何實踐多元識讀的研究。在此背景下，本文提出在以英語為附加語言環境中進行多元識讀教育的框架“SGM”。為此，本文以SGM框設計一個以英語為教學媒介的小規模限制性在線課程(SPOC)，並研究240位香港中學生參加此在線課程的學習過程。結果表明，多元識讀教學法可助學生建構新的學習者身份並促進其學科知識和外語能力的發展。本文最後建議多模態的分析框架及多模態自主學習環境可豐富、提高多元識讀教育的效能。 Copyright © 2021 The author(s).