Multiliteracies and language teaching in Brazil and the U.S.: Curricular inquiries

Farias, Jailine M.S. de

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https://hdl.handle.net/2142/106070 Copy

Description

Title

Multiliteracies and language teaching in Brazil and the U.S.: Curricular inquiries

Author(s)

Farias, Jailine M.S. de

Issue Date

2020-01-20

Keyword(s)

• Multiliteracies
• Language teaching
• Multimodal composition
• Writing

Geographic Coverage

• United States of America
• Brazil

Abstract

Recently published documents that orient the curriculum for language teaching at schools in Brazil (see National Common Curricular Base/Brazil, 2017; 2018) have underlined the need to address education as a way of developing students' autonomous role as critical citizens. Substantial emphasis is put on the importance of creating opportunities for students to exercise their intellectual curiosity, imagination, creativity, critical thinking, enabling them to reflect and act on their realities, based on different resources and possibilities for making meaning. These guidelines have broadened the notion of literacy, understood as multiple and conceived in the social practices of the digital world, bringing together and intertwining different semiotic modes (verbal, visual, corporal, audiovisual), in a continuous process of contextualized, dialogical and ideological signification. Thus, beyond the culture of the print (or the written word), which should continue to have a central role in school education, consideration is given to the digital culture and to the new and multiple literacy practices, as well as to how the coexistence and convergence of the media transform the media itself and create new possibilities for making meaning. Considering, therefore, the study of new/multiple literacy practices and their influence on pedagogical and curricular guidelines to language education at schools, this work aims to provide initial considerations on the impact of a multiliteracies approach to language teaching in Brazil and the United States, based on a preliminary qualitative analysis of the National Common Curricular Base (Brazil) and the Common Core Standards (USA).

Publisher

Office of International Programs. College of Education. University of Illinois at Urbana-Champaign.

Type of Resource

text

Language

en

Permalink

http://hdl.handle.net/2142/106070

Copyright and License Information

Copyright 2020 Jailine M.S. de Farias

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