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
