Innovation in Language Learning

Multiliteracies pedagogy was developed in response to the failure of traditional literacy pedagogies to recognise the cultural and linguistic diversity of learners in a variety of educational contexts [1]. It is based on four key elements: situated practice, overt instruction, critical framing and transformed action or practice. Situated practice recognises the realities of the learners' life world (the known) and the life world the learner is entering (the new), by providing opportunities for learners to experience the new from the perspective of the known. Overt instruction, which is the basis of much traditional teaching, sets out to identify and conceptualise the unfamiliar by naming and theorising it. And, where necessary, adopting strategies that will close knowledge gaps. Critical Framing interprets new learning by analysing it critically and functionally with reference to learner’s life world. It links the learner’s existing knowledge and experience to the new and unfamiliar to produce transformed practice or action. Transformed action is evidence that the learner can apply new knowledge and understandings appropriately and creatively. Separately these elements represent different educational orientations to curriculum or desired content knowledge. Linked together they represent a coherent educational framework which can be used to manage learning English as a second language. In the context of adult refugee migrants learning English, multiliteracies pedagogy offers a versatile and responsive approach to managing learning in classrooms which contain multi-ethnic learners with different educational backgrounds and aspirations.