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In this course, we will explore and define the notion of pluriliteracy as a concept comprising language learners’ capacities to make and negotiate meaning within a variety of semiotic systems. We will investigate the theoretical background of the literacy approach to school learning and language education by looking at socio-cultural notions of (deep) learning and knowledge-building through language (‘languaging’). Turning towards the teaching side of the topic, we will scrutinise curricular macro-frameworks such as the Scottish National Framework for Languages and also more specific concepts of classroom teaching.
Students will contribute to the coursework through weekly assignments and by accepting responsibility to prepare and facilitate one weekly session.
Students are expected to attend all classes during term time.
The MAP will be a wissenschaftliche Hausarbeit (term-paper) based on an original research question (to be developed independently by each student) and including a review of relevant literature.
Key reading:
- Cope, B. & Kalantzis, M. (Eds.) (2000) Multiliteracies: Literacy Learning and the Design of Social Futures. Routledge: London.
- Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), A pedagogy of multiliteracies: Learning by design. London: Palgrave. 1-36.
- Meier, O., Coyle, D., Halbach, A., Schuck, K., & Ting. T. (2015). A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum 28/1: 41-57. https://doi.org/10.1080/07908318.2014.1000924
- Hallet, Wolfgang (2016). Genres im fremdsprachlichen und bilingualen Unterricht: Formen und Muster der sprachlichen Interaktion. Stuttgart: Klett-Kallmeyer.
- The New London Group (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review. 66/1: 60–93.
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