Classroom Teaching Design in English Academic Writing Class Based on the Multiliteracies Pedagogy: A Case Study of Abstract

DOI

10.2991/iceess-19.2019.49How to use a DOI?

Keywords

multiliteracies pedagogy, English academic writing, abstract, ecology of education

Abstract

Although abstract is one of the most important parts in academic writing, few people have studied it from the multiliteracies pedagogy. Therefore, this paper, based on the multiliteracy theory, aims to explore the teaching framework in the academic writing class. After the description of each teaching procedure in details including situated practice, overt instruction, critical framing and transformed practice, this study reveals that the use of multiliteracies pedagogy helps to solve many problems such as students’ lack of the abilities of critical thinking and innovation. Additionally, the application of multiliteracies pedagogy conduces to cultivate students’ multiliteracy abilities, especially the language literacy, culture literacy, critical thinking literacy and technique literacy. The use of this theory in class also adapts to Ecology of Education.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Qiong Liu
PY  - 2019/10
DA  - 2019/10
TI  - Classroom Teaching Design in English Academic Writing Class Based on the Multiliteracies Pedagogy: A Case Study of Abstract
BT  - Proceedings of the 2019 2nd International Conference on Education, Economics and Social Science (ICEESS 2019)
PB  - Atlantis Press
SP  - 189
EP  - 193
SN  - 2352-5398
UR  - https://doi.org/10.2991/iceess-19.2019.49
DO  - 10.2991/iceess-19.2019.49
ID  - Liu2019/10
ER  -