Multiliteracies
Multiliteracies, a term coined by the New London Group (1996), according to Cope and Kalantzis (2009), incorporates two “multis”- multilingual (discourse differences within a language or social languages) and multimodal (linguistic, visual, audio, gestural, and special modes of meaning integrated into media and cultural practices) (pp. 165-166). The concept of multilingual includes distinct languages such as Alutiiq, Spanish, and French, as well as variations within a language such as Koniag Alutiiq (Alutiiq dialect found on Kodiak Island and parts of the Alaska Peninsula) and Cugach Alutiiq (Alutiiq dialect found on the Kenai Peninsula and Prince William Sound). On Kodiak Island, we have two variations of the language that are not distinct enough to label them dialects, so we refer to them as styles: the southern style and the northern style. One difference in the two styles is the pronunciation of the letter s: the southern Alutiiq style pronounces the letter with the /s/ sounds similar to English, while the orthern style pronounces it as /sh/ as in shoe. One way that the Alutiiq language learning communities on the island, including my classroom, handles the two styles is making it known that there are two styles and presenting both forms or pronunciations of a word when variations exist. We then allow the learners to choose whatever style they prefer to follow. For example, in the southern Alutiiq style, the word for dog is piugta, while in the northern style, the word is aikuq. Communication can incorporate different modes- commercials often utilize both audio and visual techniques to appeal to viewers. Cope and Kalantzia go on to present the benefits of a pedagogy of Multiliteracies:
A pedagogy of Multiliteracies allows alternative starting points for learning. It allows for alternative forms of engagement… It allows for divergent learning orientations… It allows for different modalities in meaning making, embracing alternative expressive potentials for different learners and promoting synesthesia as a learning strategy. (p. 184).
A practice of Multiliteracies enables students to utilize their interests and strengths and to express themselves in ways that are meaningful to them. It values a student’s unique perspective they bring with them to the classroom. During the first trimester of the year, I implemented a goal-setting unit. I ask the students to set a personal learning goal for our Alutiiq language class. Through this exercise, I am able to gain insight into my students’ interests. During the last trimester of the year, I asked my students to reflect on their experiences during the class and tell what they liked best about the class, and what they would change. This knowledge also gives me important information about my students that will inform the structure and content of the class for the following year.
A pedagogy of Multiliteracies allows alternative starting points for learning. It allows for alternative forms of engagement… It allows for divergent learning orientations… It allows for different modalities in meaning making, embracing alternative expressive potentials for different learners and promoting synesthesia as a learning strategy. (p. 184).
A practice of Multiliteracies enables students to utilize their interests and strengths and to express themselves in ways that are meaningful to them. It values a student’s unique perspective they bring with them to the classroom. During the first trimester of the year, I implemented a goal-setting unit. I ask the students to set a personal learning goal for our Alutiiq language class. Through this exercise, I am able to gain insight into my students’ interests. During the last trimester of the year, I asked my students to reflect on their experiences during the class and tell what they liked best about the class, and what they would change. This knowledge also gives me important information about my students that will inform the structure and content of the class for the following year.