MULTI-LITERATE APPROACH IN EDUCATION

D. A. Zhailaubay; G. I. Baigunissova

MULTI-LITERATE APPROACH IN EDUCATION

Authors

D. A. Zhailaubay 1-year master student of the Foreign Languages Theory and Practice Department, The L.N. Gumilyov Eurasian National University
G. I. Baigunissova Doctor of philology, professor of the Foreign Languages Theory and Practice Department, The L.N. Gumilyov Eurasian National University Astana, Kazakhstan

Keywords:

multiliteracy, a survey, communication technologies, education, multiliterate, 20th century

Abstract

In this article, multiliteracy is considered from the perspective of communication technology and its role in the field of education. To clarify this issue, a survey is conducted among English language teachers. Based on the results and subsequent discussion, a general model of multiliteracy in education, its use, its most popular techniques, as well as the pros and cons of using a multiliterate approach in the classroom is revealed.

References

Westby, C. E. Connecting Play and Language to Literacy and Social-Emotional Development: Assessment and Treatment for Young Children, 2021. – Digital seminar. URL: https://t.ly/9awo [Accessed: 24/03/2023].

Langer, J. A. Envisioning knowledge: Building literacy in the academic disciplines. - New York: Teachers College Press, 2015.

PASADAS UREСA, Cristуbal. “Multiliteracy and Social Networks in Higher Education”. In: “Information and Digital Competencies in Higher Education” [online monograph]. Revista de Universidad y Sociedad del Conocimiento (RUSC). Vol. 7, No 2. UOC, 2010, - 57-83. URL: https://t.ly/_AR7 . [Accessed: 24/03/2023].

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Published

2023-05-27

How to Cite

D. A. Zhailaubay, & G. I. Baigunissova. (2023). MULTI-LITERATE APPROACH IN EDUCATION. QUALITY OF TEACHER EDUCATION UNDER MODERN CHALLENGES, 1(1), 272–276. Retrieved from https://uzresearchers.com/index.php/IFTE23/article/view/295