Linguistic and Cultural Diversity: Examining Support for English Language Learners in Canada through Multiliteracies and Sociocultural Theories for Teaching and Learning

This study explores and analyzes the use of multiliteracies, multimodalities, and sociocultural perspectives as pedagogical practices for the teaching and learning of secondary school students and adult learners for literacy and second language acquisition. This qualitative, comparative case study research questions the impact of the theory of multiliteracies and the use of multimodalities and technology has on student experiences across the curriculum and language acquisition with English language learners (ELLs). More specifically, this research study investigates the implementation of multiliteracies, multimodalities, and sociocultural theories of education in language acquisition classrooms, the use of technology in the classroom, and the role of cultural diversity and inclusivity in the classroom. The participants involved in this research study are three secondary school educators and three educators working with adult learners. Data collection and analysis for this research is conducted using constructivist grounded theory as outlined by Charmaz (2006; 2014). This research reveals that when educators consciously engage learners in multiliteracies and multimodalities and account for cultural diversity and inclusivity, and invest in technology in the classroom, curriculum expectations and content material see a transformative effect in that they are taught through dynamic and meaningful practices. Therefore, learners are invested and actively involved in the learning process. It is revealed that expanding the definition of literacy to include multimodalities, accounting for cultural and linguistic diversity, and using technology is essential for the meaningful and positive teaching and learning of all learners across the curriculum

Composing meaning through multiliteracies and multimodality with adolescent and adult learners

The research from this ongoing nationally funded study explores multiliteracies and multimodality in secondary schools and adult education settings including a museum, dance studio, and French language learning centre. There are 30 participants to date in the study. Using constructivist grounded theory methodology, the study draws upon data from face-to-face interviews, observations, document analysis, and original film footage of learning spaces. Social semiotics theory is used in this paper to articulate how a range of modes (visual, linguistic, and gestural) affect teaching and learning. The findings suggest that multiliteracies and multimodality foster creativity and criticality, engage marginalized learners, and provide greater versatility in meaning-making practices.La recherche de cette étude en cours financée à l'échelle nationale explore les multilittératies et la multimodalité dans les écoles secondaires et les établissements d'éducation des adultes, y compris un musée, un studio de danse et un centre d'apprentissage du français. Il y a 30 participants à ce jour dans l'étude. À l'aide d'une méthodologie fondée sur la théorie constructiviste, l'étude s'appuie sur des données provenant d'entretiens en face à face, d'observations, d'analyses de documents et de séquences filmées originales d'espaces d'apprentissage. La théorie de la sémiotique sociale est utilisée dans cet article pour expliquer comment une gamme de modes (visuels, linguistiques et gestuels) affectent l'enseignement et l'apprentissage. Les résultats suggèrent que les multilittératies et la multimodalité favorisent la créativité et la criticité,engagent les apprenants marginalisés et offrent une plus grande polyvalence dans les pratiques de création de sens

The Ability of Rhizopus stolonifer MR11 to Biosynthesize Silver Nanoparticles in Response to Various Culture Media Components and Optimization of Process Parameters Required at Each Stage of Biosynthesis

One of the most important roles for nanotechnology concerns is the development of optimizable experimental protocols for nanomaterials synthesis. The formation of silver nanoparticles (AgNPs) was supported by Rhizopus stolonifer MR11, which was isolated from olive oil mill soil samples. The ability of R. stolonifer MR11 to biosynthesize silver nanoparticles in response to various components of different culture media was tested. Furthermore, the conditions under which the reducing biomass filtrate was obtained, as well as the conditions of the bio-reduction reaction of AgNO3 into AgNPs, were investigated. The fungal biomass filtrate of the strain Rhizopus stolonifer MR11 was capable of converting silver nitrate into AgNPs, as evidenced by the color change of the fungal filtrates. UV-Vis spectrophotometer, TEM, Zeta potential, Zeta sizer, FT-IR, and XRD analyses were used to characterize the AgNPs. TEM analysis revealed that the silver nanoparticles were 1–35 nm in size. R. stolonifer MR11 produced the maximum AgNPs when grown for 18 hours at 36 °C in media with starch and yeast extract as the sole carbon and nitrogen sources, respectively. The reducing biomass filtrate was obtained by incubating 5 g mycelial biomass in deionized water with a pH of 6 for 48 hours at 30 °C. The optimal reduction conditions of the biosynthesis reaction were determined by adding 1.0 mM AgNO3 to a pH 5 buffered mycelial filtrate and incubating it for 72 hours at 33 °C. The current study’s findings highlighted the importance of process parameters at each stage for optimal AgNPs biosynthesis