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Delinking Multiliteracies and the Reimagining of Literacy Studies

Profile image of Lynn Mario Menezes de SouzaLynn Mario Menezes de Souza

Revista Brasileira de Linguística Aplicada

https://doi.org/10.1590/1984-6398202117998
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30 pages

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Abstract

This paper proposes to critically read the multiliteracies proposal through a decolonial lens. It has two fundamental aspects: one, of an epistemic nature, refers to the need to de-link the concept from a particular hegemonic scholarship so that local knowledge production may prevent literacy practices from universalisms and methodologization; the other, of a technological nature, refers to the need to de-link the concept of multiliteracies from its apparent subjection to the digital.

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Book Review: Multilingual Literacies: Reading and writing in different worlds: Marilyn Martin-Jones & Kathryn Jones (eds.) (2000) Amsterdam/Philadelphia: John Benjamins Publishing Company. ISBN: 90-272-1804-8 (Eur) / 1-55619-748-9 (US) (hbk); ISBN: 90-272-1804-6 (Eur) / 1-55619-748-7 (US) (pbk)
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Multilingual literacies: reading and writing in different worlds edited by Marilyn Martin-Jones & Kathryn Jones (2000, pp.395) is the tenth volume in "Studies in Written Language and Literacy" edited by Street and Verhoeven. Collectively this volume provides rich and textured accounts of multiliteracies and how the study of multilingual groups can inform, as Barton argues, the overall field of literacy research. The volume has a coherence of theoretical framework(s) across studies, a varied set of methodological approaches, and careful and systematic presentation of empirical evidence. The collection makes visible ways in which languages and literacies shape, and at times perpetuate, asymmetrical power relations, especially between minority language groups and dominant language and literacy practices in host countries. This concise readable volume is itself testimony to the theme it addresses, that of multilingual literacies. Its organization enables readers to (re)examine the intersection of language and literacies, and to explore new areas of research in the construction of identities, multiliteracies, and social relations. Finally, the book embodies a reflexivity in which researcher and researched, reader and writer, theory and practice, languages and literacies are viewed as mutually shaping one another, an issue often ignored in literacy research.

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Multiliteracies Practices at School: For a Responsive Education to Contemporaneity
Paula Tatianne Carrera Szundy

Sharing with Rojo the assumption that Bakhtin’s Circle philosophy of language owns the necessary lightness of thought and plasticity for the comprehension and analysis of contemporary multiliteracies practices, this paper aims, from a Bakhtinian perspective, at reflecting about the meanings of educating as a responsible act. Parting from the idea that a responsible education should not only be responsive for the multiple uses of languages that (re)design performances in our contemporary world, but also lead to the critical positioning about these uses, we relate some of the Circle’s constructs such as ideology, dialogism, genre, hybridism, responsiveness, responsible act, etc. with the notion of teacher’s knowledge, views of language constructed in the dialogues between Applied Linguistics and Cultural Studies and the pedagogy of multiliteracies proposed by the New London Group so as to think of educational processes that are responsive to contemporaneity.

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