The Pedagogy of the Multiliteracies

These are two main archetypical tense positions in pedagogy history which may enlighten our teaching practices (which we sometimes overlook).

• Reflexive Pedagogy and the Pedagogy of the Multiliteracies

• Didactic pedagogy and critical pedagogy

• Constructivism and behaviorism

• Didactic pedagogy and authentic pedagogy

• Social constructivism and social behaviorism

In the pedagogy of the multiliteracies there are four stages or moves that can be woven backwards and forwards across and between different pedagogical moves

• True

• False

An EFL teacher who scaffolds students' learning by getting them conceptualize and organize the new content (for instance semantic variations when dealing with false cognates) is making use of the so-called move

• Overt instruction

• Critical Framing

• Situated practice

• Transformed practice

An EFL teacher that provides real problems framed in students' own community by which they learn how to solve them from their experience is employing the so-called move

• Overt instruction

• Critical Framing

• Situated Practice

• Transformed Practice

The pedagogy of the multiliteracies seems to be a more balanced pedagogy due to “the constituent components of didactic and authentic pedagogy are extended, deepened” and chosen to help pupils construct and test knowledge in varied challenging scenarios.

• True

• False

The evolution, with some continuities and discontinuities, of the term literacy in the EFL terrain can been tracked as

• Cognitive development - input - ability - related to prior experiences - linguistic practices and social and semiotic usages

• Ability - cognitive development - input - related to prior experiences and social and semiotic usages

• Cognitive development - linguistic practices - input - related to prior experiences - social and semiotic usages and ability

• Input - ability - cognitive development- linguistic practice - related prior experiences and social and semiotic usages

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• 
• 

A decolonial stance of literacy involves reading and writing of different modes that not necessarily have to do with alphabetic literacy.

• True

• False

• 

Through our teaching practices, we, as EFL teachers, treat learners as homogenous and favor by far alphabetic literacy. Do you agree with this assertion?

• 
• 

This can be seen as multimodality

• Yes, but there are many other possible ways

• No, it is just a gif

• No, it means nothing

• Yes, this is the best way of exemplifying multimodality