Title

Exploring the use of multiliteracies pedagogy in the teaching of English language in a secondary school in Koboko district, Uganda: action research

Date of Award

12-2018

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Samuel Andema

Second Supervisor/Advisor

Ms. Mary Anyango Oluga

Department

Institute for Educational Development, East Africa

Abstract

Pedagogical approaches in educational contexts continue to evolve with emerging global trends in work, social and cultural settings, putting educators to task to choose best practices that are relevant to their learning contexts. The Multiliteracies pedagogy provides a flexible approach that is capable of negotiating the multiple cultural diversities and modes of communication and meaning making in current times. This study explored the use of Multiliteracies pedagogy in the teaching of English language in one secondary school in Koboko District in Uganda. Multiliteracies pedagogy is an approach that seeks to develop broader generic and literacy skills other than linguistic skills alone. The study design was qualitative action research, selected for its effectiveness to probe my own classroom practices and find ways to improve the teaching of English Language. The study was guided by three research questions which were: How can the multiliteracies pedagogy improve the teaching of English Language? How can the design model improve learning outcomes? And what are the benefits and challenges of using the Multiliteracies pedagogy? The data was collected through a number of methods such as document analyses, lesson observation, and feedback from learners, reflection notes and focus group discussion. Data analysis followed an interpretive design where data was coded developed into themes and triangulated to support the findings. Findings from the study revealed that the Multiliteracies pedagogy can improve the teaching of English language through the use of variety of learning strategies and multimodal forms of communication. The findings also revealed that the design model of the Multiliteracies approach can improve learning outcomes through careful planning of learning activities according to the four knowledge processes of situated practice, overt instruction, critical framing and transformed practice. The study also identified the potential benefits of using the Multiliteracies pedagogy such as improving learner involvement and developing a number of language and literacy skills needed in the 21st century. The study recommends that teachers need to exercise agency by employing a number of learning strategies and plan lessons using the design model in order to develop not only language skills but also literacy competences.

Key words: Multiliteracies, Design Model, teaching of English Language, learning outcomes.

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