Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/60174
Title: Unpacking EFL Learners’ Agency at the Intersection of Global Citizenship and Marginalization of Local Identities Through a Multiliteracies Approach
Contributor(s): Veliz, Leonardo  (author)orcid ; Chan, Eveline  (author)orcid 
Publication Date: 2024-05-29
DOI: 10.1007/978-3-031-51889-8_8
Handle Link: https://hdl.handle.net/1959.11/60174
Related DOI: 10.1007/978-3-031-51889-8
Abstract: 

Given the prevalence of an increasing variety of text forms and modes of communication in today’s world, driven mainly by the pervasive presence of information and communication technologies (ICTs), it is essential that attention be paid to the affordances of the multiplicity of meaning-making resources employed for language teaching and learning purposes in English as a foreign language (EFL) contexts. Drawing on principles of multiliteracies as an approach that acknowledges the hybrid modalities of communication and the need for social justice and equity (Cope & Kalantzis, 2016), this chapter explores the developing identities and agency of Chilean EFL students as represented in their reflective journals and interviews. Data from a semi-structured interview with their teachers was also collected. A thematic analysis of the data reveals a tension between students’ desire to develop agency as global digital citizens and a resistance to the hegemonic influence of Anglophone ideologies which devalue/marginalize their local identities and cultures. Further semiotic analysis of students’ reflections on their experiences with multimodal composition interrogates the potential of a multiliteracies pedagogy to contribute to learners’ semiotic repertoires for developing their identities and agency as plurilingual participants in a global community.

Publication Type: Book Chapter
Source of Publication: Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies, p. 141-162
Publisher: Palgrave Macmillan, Cham
Place of Publication: Switzerland
ISBN: 9783031518881
9783031518911
9783031518898
Fields of Research (FoR) 2020: 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
390108 LOTE, ESL and TESOL curriculum and pedagogy
390199 Curriculum and pedagogy not elsewhere classified
Socio-Economic Objective (SEO) 2020: 130202 Languages and linguistics
160302 Pedagogy
HERDC Category Description: B1 Chapter in a Scholarly Book
Editor: Editor(s): Vander Tavares
Appears in Collections:Book Chapter
School of Education

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