چکیده (انگلیسی):

This narrative case study describes an English as an Additional Language teacher’s
struggle to understand her young adult learners’ apparent resistance toward
multiliteracies pedagogical practices in a college setting. Multiliteracies Pedagogy
(New London Group, 1996) advocates the use of digital media, and home languages
and culture, to engage diverse youth in designing personally meaningful multimodal
texts that can significantly impact learner identity, voice, and agency. This arts-based
study uses an innovative sonata-style format to document the making of a class
documentary, accompanied by teacher reflections on the video project in the form
of poetry, journal excerpts, and classroom dialogue. The sonata form provides a
unique methodology for teacher inquiry, allowing the teacher-researcher to explore
the ways in which curriculum, pedagogy, and sociocultural influences intersect in the
classroom. The study does not end with a clear resolution of the problem; instead,
the process of inquiry leads to deeper understandings of what it means to teach in
the complex worlds of diverse learners