Multiliteracies for adult language learnersa narrative review

  1. García-Barroso, Lorena 1
  2. Fonseca, M.Carmen 2
  1. 1 Columbia University
    info

    Columbia University

    Nueva York, Estados Unidos

    ROR https://ror.org/00hj8s172

  2. 2 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Journal:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Year of publication: 2023

Issue: 40

Pages: 199-213

Type: Article

DOI: 10.30827/PORTALIN.VI40.26661 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Abstract

This article explores the possibilities offered by multiliteracies pedagogy as an inclusive pedagogical practice for adults. The main aim of this narrative review is to summarize the benefits of the multiliteracies approach for adult learners and to synthesize the best language practices of this approach for adult learners. The PRISMA protocol was followed to assess the research published between 2011 and 2021. Using the SPIDER search tool, studies with adults aged 16+ were selected. Finally, the mixed methods assessment tool MMAT was used for critical appraisal of the studies. The analysis shows that studies contextualized their research within a variety of conceptual topics related to adult multiliteracies: multimodal classroom practices, teachers’ professional development, family-based literacy practices, literacy and identity, affective factors and translingualism as a pedagogical practice in adult education. Our findings offer an updated conceptualization of multiliteracies for adult learners. We conclude that an adult learner-centered perspective seems still to be underdeveloped. 

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Data source: Dialnet