A Critical Case Study on a Computer-assisted Multiliteracies Program (CaMP) in an English-as-a-Foreign-Language Classroom

• In Event: Roundtable Session 22
  In Roundtable Session: Digital and Media Contexts of Language and Literacy

Abstract

In the age of globalization, there has been a growing educational emphasis on global communication skills based on English as a global language, multicultural understanding and multimedia technologies. Thus, previous lecture-based English classrooms in English as a foreign language context have been turned into student-centered multiliteracies programs, which facilitate students’ English speaking utilizing communication technologies. In such context, most forms of students’ participation in English conversation and media production tend to be rather praised without critical evaluation. The authors, therefore, re-examined students’ participation in a computer-mediated multiliteracies program regarding different socio-cultural factors. Taking up three epistemological lenses, constructivism; critical pedagogy; and postmodernism, three different explanations are suggested to broaden our understanding of common, and often taken-for-granted, educational practices.

Authors

• Kyungmee Lee, University of Toronto - OISE

• Clare M. Brett, University of Toronto