Multiliteracies in English as an Additional Language Classrooms

Methods, Approaches, and Lessons

Edited by:
Luciana C. de Oliveira, Virginia Commonwealth University
Ana Maria Menda, University of Miami
Cristiane Vicentini, University of Miami

A volume in the series: The University of Miami School of Education and Human Development Series. Editor(s): Marie Guerda Nicolas, University of Miami.

Published 2021

This book presents different practices and strategies for the English as an additional language classroom as well as units that could be adapted to various grade levels, English language proficiency levels, and linguistic and cultural backgrounds. The research, lessons, and concepts included in the book present innovative ideas in EAL education.

The chapters are the result of a professional learning program for 30 English as a Foreign Language (EFL) teachers from Brazil, held at the University of Miami’s School of Education and Human Development in the Spring semester of 2018. The program, entitled “Six-Week English Language Certificate Program for High School English Teachers from Brazil (PDPI),” contained several components related to language development and methodology, including orality, reading, writing, linguistic and grammatical knowledge, and interculturality. The program was guided by the principle of multiliteracies, with a focus on English language development through new possibilities to participate in meaning making that incorporates verbal, visual, body language, gestures, and audiovisual resources.

Acknowledgment. Principles and Practices of the University of Miami 6-Week English Language Certificate Program for High School English Teachers From Brazil, Luciana C. de Oliveira, Ana Maria Menda, and Cristiane Vicentini. SECTION I: METHODS AND APPROACHES. Multiliteracies for English as an Additional Language Teaching and Learning, Luciana C. de Oliveira, Loren Jones, and Sharon L. Smith. Modified Guided Reading for English as a Foreign Language Classroom Contexts, Mary A. Avalos. It’s All About Relationships: (Re)Imagining Classroom Dynamics to Foster Student Engagement, Lindsey A. Chapman, D’Annette Mullen, Rachel Kaplan, and Alexis Freeman. Visual Thinking Strategies for Emergent Bilinguals, Ana Maria Menda and Kristin W. Kibler. Integrating Multimodal Composition Technology in Interdisciplinary Learning, Ji Shen, Blaine E. Smith, and Shiyan Jiang. Linguistic and Grammatical Knowledge Development Through Text, Sabrina Sembiante and Christina Cavallaro. Innovative Approaches to Technology Integration in English Language Teaching, Sharon L. Smith and Loren Jones. SECTION II: UNIT PLANS: LESSONS FOR ENGLISH AS AN ADDITIONAL LANGUAGE CLASSROOMS. Deconstructing Stereotypes in the Classroom: A Unit Plan, Bruno dos Santos Silva, Érica Amorim, and Mariana Rocha, with Cristiane Vicentini. Family at the Zoo, Ruby Rocha, with Cristiane Vicentini. Dance That Connects, Edlamir Coelho da Silva, José Roberto do Nascimento Junior, and Josileide Ferreira Clemente, with Cristiane Vicentini. Building Healthy Eating Habits: A Food Experience, Everton Pereira Santos, Inês Cortes da Silva, and Ricardo Souza Vasconcelos, with Cristiane Vicentini. Cyberbullying: Developing Empathy in Elementary Students Through Visual Thinking Strategies and Using Modal Verbs to Build Rules of Conduct in the Classroom, Luciana de Lavor Nunes, with Cristiane Vicentini. Six Cs of a Family, Douglas dos Santos Fonseca, Maria Juliana Assis de Oliveira, and Mirelly de Melo Santos, with Cristiane Vicentini. Visual Thinking Strategies Integrated in a Unit Plan: Do You Like Broccoli Ice Cream? Antonio F. S. Neri, Luiz Fernando de Oliveira Nogueira, and Marcelo Almeida dos Reis, with Cristiane Vicentini. What’s Up? Reflections on the Use of Social Media in the English as a Foreign Language Classroom, Alessandra Ribeiro Lacerda, Jane dos Santos, and Rita de Kássia Gomes Novaes de Lima, with Cristiane Vicentini. A Critical Literacy Lesson, Gisele Fernandes Loures, José Raphael Moreira da Silveira, and Lorena Norberta da Silva, with Cristiane Vicentini. Connecting the Dots to Language and Identity: Relating the Self to the Target Language in an EFL Setting, Laís Amélia Silva Lobo, with Cristiane Vicentini. Cultivating Multimodal Construction With a Mentor Text: Rosa Parks, Fernanda Santos da Silva Queiroz, with Cristiane Vicentini. Deconstructing Stereotypes, Everton Marques da Silva and Lucélia Ramos Alcântara, with Cristiane Vicentini. From Muralism to Street Art: An Imaginary Trip to the Wynwood Art District, Kelly Cristina Oliveira da Silva and Victor Ernesto Silveira Silva, with Cristiane Vicentini. About the Authors.