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Multiliteracies and their role in language teachers’ knowledge: towards a systemic and complex perspective

Orlando VIAN JR.About the author

ABSTRACT

In this text multiliteracies are explored from the perspective of Systemic Functional Linguistics, mainly based on works developed by Christie (1999CHRISTIE, F. (Ed.). 1999. Pedagogy and the shaping of consciousness: linguistic and social processes. London: Continuum.; 2002_____. 2002. Classroom discourse analysis: a functional perspective. London/New York: Continuum.), Christie and Martin (1997CHRISTIE, F.; MARTIN, J.R. (Eds.). 1997. Genres and institutions: social processes in the workplace and school. London: Cassell.; 2007_____. 2007. Language, knowledge and pedagogy: functional linguistic and sociological perspectives. London: Continuum.), Unsworth (2000UNSWORTH, L. 2000. Researching language in schools and communities: functional linguistics perspectives. London/New York: Continuum., 2001_____. 2001. Teaching multiliteracies across the curriculum: changing contexts of text and image in classroom practice. Buckingham/Philadelphia: Open University Press.), Cope and Kalantzis (1993COPE, B.; KALANTZIS, M. (Eds.). 1993. The powers of literacy: a genre approach to teaching writing. London/New York: Routledge.; 2000_____. 2000. Multiliteracies: Literacy learning and the design of social futures. London: Routledge.; 2009_____. 2009. Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, Nanyang Walk, v. 4, n. 3, p. 164-195. ), Kalantzis and Cope (2012)KALANTZIS, M.; COPE, B. 2012. Literacies. Cambridge: Cambridge University Press., among others. To this end, it aims at understanding how multiliteracies, from a systemic and complex perspective, should be present in language teacher education and, more specifically, in their Knowledge About Language (KAL). The main argument is that the notion of knowledge currently in use in the teacher education area requires revisions, extensions and reorientations in scope towards a more effective and realistic language education. Thus, it is also aimed to contribute to the discussions on language teachers’ education and their knowledge building in the context of undergraduate Languages courses.

Key-words:
Knowledge; Language teacher education; Multiliteracies; Systemic functional linguistics

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