The two “multis” and the multiliteracies pedagogy
“Shaking hands” in the Brazilian English public education for teens
Bibliographic Data
| ID | 21429458 |
|---|---|
| Authors | Reinildes Dias (0000-0001-6140-463X, Universidade Federal de Minas Gerais), Ana Emília Fajardo Turbin (0000-0002-7239-5668) |
| Year | 2022 |
| Volume | 75 |
| Issue | 1 |
| Publication date | 2022-02-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Ilha do Desterro A Journal of English Language Literatures in English and Cultural Studies (JOURNAL) |
| Journal identifiers | ISSN: 0101-4846 • E-ISSN: 2175-8026 |
| Publisher | Universidade Federal de Santa Catarina (UFSC) (PUBLISHER) |
| DOI | 10.5007/2175-8026.2022.e82563 |
| OpenAlex | W4210874697 |
| Language | EN |
| References cited | 2 |
English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes although its pedagogical design can be improved. Our analysis also reviews that much has yet to be done if we consider the responsibility students have to assume when learning
English as a second language · English language · Mathematics education · Pedagogy · Political science · Qualitative research · Social science · Sociology · Unit (ring theory) · Education and Digital Technologies · Linguistics and Education Research · Literacy, Media, and Education · Psychology
| Highly cited | No |
|---|