Teaching English as an Additional Language from a Multiliteracies Perspective

Authors

DOI:

https://doi.org/10.23925/2318-7115.2026v47i1e75100

Keywords:

Applied Linguistics, Multiliteracies, Teaching Prototype, Teaching English language, Additional Language

Abstract

This paper aims to present and discuss the use of Literacies and Multiliteracies practices in teaching English as an additional language. We propose the hypothesis that Multiliteracies Pedagogy can significantly contribute to English Language teaching since it starts from a conception of language as a situated social practice and considers the reality and context of life of all learners. Thus, the theory of Multiliteracies (Cope and Kalantzis, 2000; Rojo, 2012, 2013) contributed to the development of the teaching prototype presented in this paper, focusing on vocabulary and knowledge about the city of Uberaba, Minas Gerais. We worked on issues such as cultural preservation and environmental education in the context of the Uberaba Geopark, located in the rural district of Peirópolis, now recognized by UNESCO as a geological and historical heritage site. Therefore, the prototype aims to work with citizen education, teaching people to recognize and value geological, historical, and cultural heritage through language teaching and multiliteracies.

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Author Biographies

Ana Helena Guidi Vatimo, Universidade Federal do Triângulo Mineiro, Uberaba, MG, Brasil.

Holds a degree in Portuguese and English Language and Literature from the Federal University of the Triângulo Mineiro (UFTM). During her undergraduate studies, she worked as a scholarship teacher at the UFTM Language Center in partnership with the Idiomas sem Fronteiras program. She currently teaches private lessons in English and Portuguese as an Additional Language. Her academic interests lie in Applied Linguistics, with a focus on language teaching and learning.

Ana Amélia Calazans da Rosa, Universidade Federal do Triângulo Mineiro, Uberaba, MG, Brasil.

PhD in Applied Linguistics from UNICAMP. Currently an adjunct professor at the Federal University of Triângulo Mineiro (UFTM). Works in the Professional Master's Program in Languages (PROFLETRAS) and in the Languages course - Portuguese and English. Her main research interests involve Literacy and Multiliteracies Practices.

References

COPE, Bill; KALANTZIS, Mary (org). Multiliteracies: literacy learning and the design of social futures. London: Routledge, 2000.

COPE, Bill; KALANTZIS, Mary. A pedagogy of multiliteracies: learning by design. London: Palgrave Macmillan, 2016.

FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 1996. Disponível em: http://www.apeoesp.org.br/sistema/ck/files/4-%20Freire_P_%20Pedagogia%20da%20autonomia.pdf. Acesso em 01 fev. 2025.

GRUPO NOVA LONDRES. Uma pedagogia dos multiletramentos: projetando futuros sociais. Tradução de Deise Nancy de Morais, Gabriela Claudino Grande, Rafaela Salemme Bolsarin Biazotti, Roziane Keila Grando. Revista Linguagem em Foco, v. 13, n. 2, p. 101–145, 2021. Disponível em: https://revistas.uece.br/index.php/linguagememfoco/article/view/5578. Acesso em: 01 fev. 2025.

LAVE, Jean, WENGER, Etienne. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press, 1991.

ROJO, Roxane (org.). Escola conectada: os multiletramentos e as TICs. São Paulo: Parábola Editorial, 2013.

ROJO, Roxane. Letramentos escolares e multiletramentos: desse e de outros tempos. In: ROJO, R. H.; BARBOSA, M R. (org.). Letramentos e práticas pedagógicas: interfaces com os multiletramentos e os letramentos digitais. Campinas, SP: Mercado de Letras, 2017. P. 193-222.

ROJO, Roxane; MOURA, Eduardo (org.). Multiletramentos na escola. São Paulo: Parábola Editorial, 2012.

SCHLATTER, Margarete; GARCEZ. Pedro. Línguas adicionais na escola: aprendizagens colaborativas em inglês. Erechim: Edelbra, 2012.

SCHLATTER, Margarete. Educação linguística, letramento e a definição de eixos temáticos: horizontes e rumos para a aprendizagem. In: SCHLATTER, Margarete; GARCEZ, Pedro de Moraes (org.). Línguas adicionais na escola: aprendizagens colaborativas em inglês. Erechim: Edelbra, 2012. p. 41–60.

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Published

2026-06-10

How to Cite

Vatimo, A. H. G., & Rosa, A. A. C. da. (2026). Teaching English as an Additional Language from a Multiliteracies Perspective . The ESPecialist, 47(1), 80–99. https://doi.org/10.23925/2318-7115.2026v47i1e75100

Issue

Vol. 47 No. 1 (2026): Fluxo Contínuo

Section

Papers

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