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These are two main archetypical tense positions in pedagogy history which may enlighten our teaching practices (which we sometimes overlook).
Reflexive Pedagogy and the Pedagogy of the Multiliteracies
Didactic pedagogy and critical pedagogy
Constructivism and behaviorism
Didactic pedagogy and authentic pedagogy
Social constructivism and social behaviorism
In the pedagogy of the multiliteracies there are four stages or moves that can be woven backwards and forwards across and between different pedagogical moves
An EFL teacher who scaffolds students' learning by getting them conceptualize and organize the new content (for instance semantic variations when dealing with false cognates) is making use of the so-called move
An EFL teacher that provides real problems framed in students' own community by which they learn how to solve them from their experience is employing the so-called move
The pedagogy of the multiliteracies seems to be a more balanced pedagogy due to “the constituent components of didactic and authentic pedagogy are extended, deepened” and chosen to help pupils construct and test knowledge in varied challenging scenarios.
The evolution, with some continuities and discontinuities, of the term literacy in the EFL terrain can been tracked as
Cognitive development - input - ability - related to prior experiences - linguistic practices and social and semiotic usages
Ability - cognitive development - input - related to prior experiences and social and semiotic usages
Cognitive development - linguistic practices - input - related to prior experiences - social and semiotic usages and ability
Input - ability - cognitive development- linguistic practice - related prior experiences and social and semiotic usages
A decolonial stance of literacy involves reading and writing of different modes that not necessarily have to do with alphabetic literacy.
Through our teaching practices, we, as EFL teachers, treat learners as homogenous and favor by far alphabetic literacy. Do you agree with this assertion?
This can be seen as multimodality
Yes, but there are many other possible ways
No, it is just a gif
No, it means nothing
Yes, this is the best way of exemplifying multimodality
A multiliteracies approach certainly may enable learners to explore not only new words, but new worlds, and to view reading and writing as complementary linguistic processes. To what extent do you agree with this claim?
to what extent do you agree with the following assertion?
it is the teacher who designs purposeful learning environments that may facilitate and scaffold learners’ conscious productivity and understanding by being fully aware of the affordances and constraints that pedagogy and multilliteracies may have