Abstract
Learning can take place outside of the traditional classroom. It can be made meaningful and effective anytime and anywhere if students can actively immerse in Humanistic Education by maximizing their potentials in the learning process, applying their learned knowledge in real world contexts, and critically reflecting on their learning outcomes and experiences. This paper introduces the pedagogical design of an English for Academic Purpose (EAP) course that incorporates multimodal practices and cultural experiences to enhance English language learners (ELL)’ academic trajectories and success. Building on the transformative multiliteracies pedagogy (Cummins, 2009), this case study discusses how ELLs develop their literacy skills and construct their cultural identities through multimodal activities including the creation of identity texts, academic blogs, and video reflections. This paper concludes with implications highlighting the potential values of multimodal pedagogy that can validate and affirm ELL students’ pre-existing knowledge, engage them in meaning-making processes, and empower them linguistically, culturally, and intellectually in the new learning space.
Presenters
Jacqueline NgAssociate Professor, Languages, Literatures and Linguistics, York University, Ontario, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Multimodal pedagogy, Humanistic Education, Cultural identities, Transformative multiliteracies, Meaning-making process
