ABSTRACT

Much attention has been paid to the introduction of a culturally responsive curriculum in early childhood education in our increasingly globalized society to support young children of diverse cultural and linguistic (CLD) backgrounds. With the rise of twenty-first century concepts of what literacy means in the digital age, traditional literacy practices that have relied primarily on print-based texts have been also challenged. To response to these imperatives, this qualitative case study presents a lived story of a grade one teacher who implemented multiliteracies pedagogy in her classroom for young culturally and linguistically diverse (CLD) children. Our findings show that applying multiliteracies pedagogy not only motivated the teacher to value her CLD students’ diverse semiotic resources as available designs but also transformed the way the teacher integrated technology in literacy teaching. We end this paper with the discussion of implications of integration of multiliteracies pedagogy to technology-enhanced literacy teaching and learning.

摘要

在我们日益全球化的社会中，人们非常重视在幼儿教育中引入文化响应课程，以支持具有不同文化和语言 (CLD) 背景的幼儿。随着二十一世纪数字时代识字概念的兴起，主要依赖于印刷文本的传统识字实践也受到了挑战。为了回应这些要求，这个定性案例研究讲述了一位一年级教师的真实故事，她在课堂上为年轻的文化和语言多样化（CLD）儿童实施了多元读写教学法。我们的研究结果表明，应用多元读写教学法不仅促使教师重视 CLD 学生的多样化符号学资源作为可用设计，而且还改变了教师将技术整合到读写教学中的方式。我们以讨论多元读写教育学整合对技术增强读写能力教学和学习的影响来结束本文。