“Activizing” the pedagogy of multiliteracies: The dynamic, action-oriented turn with languacultural landscape studies
DOI:
https://doi.org/10.18192/olbij.v11i1.6183Keywords:
languacultural landscape, pedagogy of multiliteracies, plurilingualism, pluriculturalism, critical thinking, multimodal competenciesAbstract
In this article, I introduce the approach that I have named languacultural landscape (LCL), which is the advancement of linguistic landscape (LL) used as a pedagogical resource. I draw on the pedagogy of multiliteracies (PoM) and explore the potential of an LCL project to bring PoM in its fullest “critical” sense to plurilingual classrooms. The paper discusses the theoretical foundations of the LCL approach and outlines the differences and similarities between LCL and LL as pedagogical resources. I also provide recommendations on how an LCL project could be conducted in a classroom, based on an LCL research project undertaken by me in my local community. I argue that such a project could be used to not only address students’ understanding of cultural diversity by critically analyzing historical and political contexts of learning, but also as a way to reimagine the reality around them with more egalitarian cultural dynamics in mind.
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Copyright (c) 2021 Olessya Akimenko
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