Ken Mizusawa
Biographic Data
| ID | 8894129 |
|---|---|
| NAME | Ken Mizusawa |
| GIVEN NAMES | Ken |
| FAMILY NAME | Mizusawa |
| SIGNATURE | MIZUSAWA K |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0003-4464-6244 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
From functional literacy to multiliteracies
The recent exemplification of multiliteracies in the newly implemented English Language (EL) syllabus in Singapore clearly signals to EL teachers the great importance of integrating technology-mediated communication practices into their classrooms. An initiative of the New London Group, multiliteracies is a pedagogical approach that points to the urgency and challenges of preparing students for a fast-paced, dynamic and multimodal world that now …
Connecting Multiliteracies and Writing Pedagogy for 21st Century English Language Classrooms
Background and Purpose: Given the dynamic, global and multimodal character of English in the 21st century, it should be reasonable to expect English language (EL) teaching to accommodate the influences of media and technology on modern communication practices. In Singapore, education policy therefore highlights multiliteracies as one of three foci for the EL classroom. Yet, scant attention has been paid in research and practice to the impact of t…
Revisiting the Pedagogy of Multiliteracies
Given the multimodal and multicultural character of modern English, English Language Teaching should meaningfully reflect this. Although some attempts have been made, adequate attention has not been paid to reforming writing pedagogy. This paper presents the findings of a two-year research project on writing instruction in the Singapore English Language classroom, which caters for a mixture of EFL (English as a foreign language), L2 (second langu…
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Revisiting the Pedagogy of Multiliteracies
Given the multimodal and multicultural character of modern English, English Language Teaching should meaningfully reflect this. Although some attempts have been made, adequate attention has not been paid to reforming writing pedagogy. This paper presents the findings of a two-year research project on writing instruction in the Singapore English Language classroom, which caters for a mixture of EFL (English as a foreign language), L2 (second langu…
Connecting Multiliteracies and Writing Pedagogy for 21st Century English Language Classrooms
Background and Purpose: Given the dynamic, global and multimodal character of English in the 21st century, it should be reasonable to expect English language (EL) teaching to accommodate the influences of media and technology on modern communication practices. In Singapore, education policy therefore highlights multiliteracies as one of three foci for the EL classroom. Yet, scant attention has been paid in research and practice to the impact of t…
From functional literacy to multiliteracies
The recent exemplification of multiliteracies in the newly implemented English Language (EL) syllabus in Singapore clearly signals to EL teachers the great importance of integrating technology-mediated communication practices into their classrooms. An initiative of the New London Group, multiliteracies is a pedagogical approach that points to the urgency and challenges of preparing students for a fast-paced, dynamic and multimodal world that now …
Literacy, Media, and Education (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Computer Science (2 works) · Digital Storytelling and Education (2 works) · Educational Methods and Media Use (2 works) · Literacy (2 works) · Political science (2 works)