Potentials of the Multiliteracies Pedagogy for Teaching English Language Learners (ELLs): A Review of the Literature

Shakina Rajendram

Abstract


This article presents the results of a review of published literature on the use of the multiliteracies pedagogy to teach English Language Learners (ELLs). A total of 12 studies were selected for the literature review based on three inclusion criteria: (1) studies using the multiliteracies framework or other aspects of the multiliteracies pedagogy such as multimodality; (2) studies with ELL participants; and (3) studies conducted within the last 10 years. Through a detailed review and analysis of these studies, five emerging themes related to the potential benefits of the multiliteracies approach were identified and discussed in this article: (i) student agency and ownership of learning; (ii) language and literacy development; (iii) affirmation of students’ languages, cultures and identities; (iv) student engagement and collaboration; and (v) critical literacy. 


Keywords


multiliteracies, new literacies, multimodal, English language learners

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