MULTILITERACIES IN MINORITY LANGUAGE CONTEXTS

A multimodal learning path to promote learners' meaning-making process and aesthetic experiences.

Abstract

This paper presents Learning by Design (Cope & Kalantzis, 2015) as a foundational pedagogical approach for the teaching of Catalan in the Valencian Autonomy Community (Spain), aiming to enhance the quality of the teaching-learning process. By promoting multiple literacies through a multimodal learning path implemented in five key stages, teachers can provide learners with aesthetic experiences that engage them in a process of meaning-making. This research constitutes a qualitative study conducted with two groups of students at different educational levels and one group of teachers. The results show that the implementation of the Pedagogy of Multiliteracies is beneficial not only to achieve a greater predisposition of students to get involved in the minority language class, but also to promote the development of their cognitive, linguistic, aesthetic and sociocultural skills, enabling them to participate actively and become co-constructors of meaning.