INITIAL TRAINING OF ENGLISH LANGUAGE TEACHER: MULTILITERACIES AND MEANING-MAKING IN VIRTUAL ENVIRONMENT

Abstract

The dynamic, complex and fluid contemporary society in which we live today demands the development of new skills. This study focuses on the usage of digital literacy in teaching the English language in higher education, with the objective of explaining how the pedagogy of multiliteracies as mediated by ICTs can contribute to the process of meaning-making . The study is based on the theories developed by different authors (KALANTZIS; COPE, 2012, 2016, LANKSHEAR; KNOBEL, 2010, MILLS; 2016), which deal with pluralism of literacies, and meaning-making among different social practices in various contexts. The research is qualitative, collaborative, interpretivist, and originates from a project developed by a group of fourth-semester university students majoring in Language and Literature Studies in the state of Maranhão in 2017. Accordingly, the principles of design pedagogy of the New London Group – NLG (KALANTZIS; COPE, 2016) were utilized for the research methodology and in the classroom. Some students’ assignments were analyzed. The study shows that addressing transversal themes with the use of digital tools can be a way to promote digital writing and promote collaborative learning in developing English language composition abilities. Despite its limitations, the design model indicates there is reason to believe that meaning-making is helpful for learning environments if it is adapted to the context of the language and incorporated with aspects of valuation.