Enacting Multiliteracy in Young Learners’ English Classrooms: A Case Study of Primary Teachers
DOI:
https://doi.org/10.12928/jimp.v5i2.14906Keywords:
English, Multiliteracy, primary education, young learnersAbstract
Multiliteracy focuses on multimodal communication and linguistic and cultural diversity. It is increasingly relevant in 21st-century primary education. In Indonesian elementary English classrooms, multiliteracy opens space for more engaging learning but also introduces pedagogical and infrastructural constraints. This study explores how primary teachers implement multiliteracy-oriented practices in English lessons and identifies the challenges that arise during classroom application. Employing a qualitative case study, data were gathered through interviews, classroom observations, and document analysis involving six teachers. The results show that teachers integrated various multimodal resources, such as images, songs, videos, and mobile devices. The teachers also applied interactive strategies, including role-play, games, and group discussion. Furthermore, the teachers modified teaching materials to accommodate students’ proficiency levels. Nonetheless, limited student vocabulary, inadequate technological support, and teachers’ restricted English competence emerged as key barriers. Despite these constraints, students responded positively to multimodal and interactive activities, displaying strong enthusiasm and engagement in the learning process.
References
Almusharraf, N., & Engemann, J. (2020). Postsecondary instructors’ perspectives on teaching English as a foreign language by means of a multimodal digital literacy approach. International Journal of Emerging Technologies in Learning (IJET), 15(18), 86–107. https://doi.org/10.3991/ijet.v15i18.15451
Alvermann, D. E., & Sanders, R. K. (2019). Reconceptualizing the Literacies in Adolescents’ Lives. Routledge.
Caretti, A., & Marije, N. (2024). Assessing cognitive flexibility: quantitative insights into the impact of adaptive learning technologies in special education. International Journal of Religion, 5(10), 1040–1054. https://doi.org/10.61707/phnszh92
Choi, J., & Yi, Y. (2016). Teachers’ integration of multimodality into classroom practices for English language learners. TESOL Journal, 7(2), 304–327. https://doi.org/doi.org/10.1002/tesj.204
Cope, B., & Kalantzis, M. (2020). Multiliteracies: Literacy learning and the design of social futures. Routledge.
Creswell, J. W. (2023). Research Design: Quantitative, Qualitative, and Mixed Methods Approaches (6th ed.). SAGE Publications.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2017). Implications for educational practice of the science of learning and development. Applied Developmental Science, 21(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Dewi, D., Hartono, R., Saleh, M., & Wahyuni, S. (2023). Incorporating multiliteracy pedagogy elements into efl speaking class through digital storytelling. Issues in Language Studies, 12(2), 79–97. https://doi.org/10.33736/ils.5545.2023
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 42(1), 55–77. https://doi.org/10.1002/j.1545-7249.2008.tb00207.x
Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom‐oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55–77. https://doi.org/10.1002/j.1545-7249.2008.tb00207.x
Herdiawan, R., Rofi’i, A., Nurhidayat, E., & Fakhruddin, A. (2021). Sosialisasi pembelajaran bahasa inggris berbasis multiliteracies pada santri pondok raudlatul mubtadi’in cisambeng. Bernas Jurnal Pengabdian Kepada Masyarakat, 2(4), 853–857. https://doi.org/10.31949/jb.v2i4.1580
Hong, A., & Tan, K. (2020). A review of theories and practices of multiliteracies in classroom: issues and trends. International Journal of Learning Teaching and Educational Research, 19(11), 41–52. https://doi.org/10.26803/ijlter.19.11.3
I. Atsani, & Damayanti, I. (2022). Teaching narrative texts in young learners’ classroom during pandemic covid-19: an analysis from a multiliteracies perspective. Jurnal Penelitian Pendidikan, 22(3), 326–342. https://doi.org/10.17509/jpp.v22i3.54122
Kraatz, E., Nagpal, M., Lin, T. J., Hsieh, M. Y., Ha, S. Y., Kim, S., & Shin, S. (2020). Teacher scaffolding of social and intellectual collaboration in small groups: A comparative case study. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.587058
Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage.
Maureen Walsh. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33(3), 211–239.
Midgette, K., Stewart, O., & Gonzales, J. (2023). Teaching with multimodal texts through a critical literacy lens within an english as a foreign language classroom context. English and American Studies, 20, 101–109. https://doi.org/10.15421/382313
Miles, M. B., & Huberman, A. M. (2014). Analisis Data Kualitatif. Universitas Indonesia (UI-Press).
Mills, K. A., & Exley, B. (2014). Time, space, and text in the elementary school digital writing classroom. Written Communication, 31(4), 434–469. https://doi.org/10.1177/07410883145427
Nugroho, A. (2021). Learners’ willingness to communicate in a foreign language: the role of informal digital learning of english. Ele Reviews English Language Education Reviews, 1(2), 125–133. https://doi.org/10.22515/ele-reviews.v1i2.4396
Pereira, Í., Gil, M., & Sylla, C. (2023). No Title. Comunicação E Sociedade, 43. https://doi.org/10.17231/comsoc.43(2023).4481
Putri, R. D. P., & Maryani, I. (2021). Implementasi gerakan literasi sekolah ditinjau dari tahap pengembangan di SD muhammadiyah. Metodik Didaktik: Jurnal Pendidikan Ke-SD-An, 16(2). https://doi.org/10.17509/md.v16i2.21732
Rowsell, J., & Walsh, M. (2011). Rethinking literacy education in new times: Multimodality, multiliteracies & new literacies. Brock Education: A Journal of Educational Research and Practice, 21(1), 53–62. https://doi.org/10.26522/brocked.v21i1.236
Selayani, D., & Bayu, I. (2023). Multiliterasi dalam pembelajaran abad 21. Alfabeta.
Sukma, E., Ramadhan, S., Aldiyah, M. P., & Sihes, A. J. (2023). Challenges in Implementing Indonesian Language Teaching Materials in Elementary Schools. International Electronic Journal of Elementary Education, 16(2), 225–237. https://doi.org/10.26822/iejee.2024.327
Sulistiyo, G. H. (2016). English language teaching and EFL teacher competence in Indonesia. Proceedings of the Fourth International Seminar on English Language and Teaching (ISELT-4), 396–406.
Tilaar, H. A. ., & Nugroho, R. (2008). Kebijakan Pendidikan. Pustaka Pelajar.
Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Harvard University Press.
Wahyono, P., Husamah, H., & Budi, A. S. (2020). 21st century learning in rural areas: Constraints and opportunities. International Journal of Instruction, 13(2), 357–376. https://doi.org/10.29333/iji.2020.13225a
Zhang, D., & Zou, Y. (2020). Fostering multiliteracies through blended EFL learning. Journal of Linguistics, Literature and Translation (IJLLT). https://doi.org/10.32996/ijllt.2020.3.2.5
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ramadhani Uswatun Khasanah, Ragil Dian Purnama Putri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This article's copyright is transferred to Universitas Ahmad Dahlan (UAD) if and when the item is accepted for publication. The undersigned hereby transfers any rights in and to the paper including without limitation all copyrights to UAD. The undersigned hereby represents and warrants that the article is original and that he/she is the author of the paper, except for material identified as to its source, with permission notices from the copyright owners where required. The undersigned represents that he/she has the power and authority to make and execute this assignment.
We declare that:
This paper has not been published in the same form elsewhere.
It will not be submitted anywhere else for publication before acceptance/rejection by this Journal.
Copyright permission is obtained for materials published elsewhere and which require this permission for reproduction.
Furthermore, I/We hereby transfer the unlimited rights of publication of the above-mentioned paper in whole to UAD. The copyright transfer covers the exclusive right to reproduce and distribute the article, including reprints, translations, photographic reproductions, microform, electronic form (offline, online), or any other reproductions of similar nature.
The corresponding author signs for and accepts responsibility for releasing this material on behalf of any co-authors. This agreement is to be signed by at least one of the authors who have obtained the co-author(s) assent where applicable. After submission of this agreement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted.
Retained Rights/Terms and Conditions
Authors retain all proprietary rights in any process, procedure, or article of manufacture described in the Work.
Authors may reproduce or authorize others to reproduce the Work or derivative works for the author's personal use or company use, provided that the source and the UAD copyright notice are indicated, the copies are not used in any way that implies UAD endorsement of a product or service of any employer, and the documents themselves are not offered for sale.
Although authors are permitted to re-use all or portions of the Work in other works, this does not include granting third-party requests for reprinting, republishing, or different types of re-use.
