| What does the multiliteracies framework recognise? | linguistic diversity and the increasing prominence of multimodal forms of meaning-making. | Published 2026-07-15 The present study analyses current English language teaching practices through the lens of the Multiliteracies Pedagogical Framework. Grounded in a dynamic approach to language learning, the multiliteracies framework recognises linguistic diversity and the increasing prominence of multimodal forms of meaning-making. Data were collected through semi-structured interviews with in-service government school teachers in Bhubaneswar and were analysed qualitatively across all four dimensions of the multiliteracies framework. The findings reveal that the English language teachers largely conceptualise literacy as the ability to read and write, with limited awareness of the multiliteracies paradigm, which foregrounds diversity, multimodality, and active meaning-making through design (Cope and Kalantzis, 2009). | 249 | definition | 0.980 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5616 | Grounded in a dynamic approach to language learning, the multiliteracies framework recognises linguistic diversity and the increasing prominence of multimodal forms of meaning-making. Data were collected through semi-structured interviews with in-service government school teachers in Bhubaneswar and were analysed qualitatively across all four dimensions of the multiliteracies framework. | | p[0] | 0.700 | valid |
| What does the multiliteracies paradigm foreground? | diversity, multimodality, and active meaning-making through design | Published 2026-07-15 The present study analyses current English language teaching practices through the lens of the Multiliteracies Pedagogical Framework. Grounded in a dynamic approach to language learning, the multiliteracies framework recognises linguistic diversity and the increasing prominence of multimodal forms of meaning-making. Data were collected through semi-structured interviews with in-service government school teachers in Bhubaneswar and were analysed qualitatively across all four dimensions of the multiliteracies framework. The findings reveal that the English language teachers largely conceptualise literacy as the ability to read and write, with limited awareness of the multiliteracies paradigm, which foregrounds diversity, multimodality, and active meaning-making through design (Cope and Kalantzis, 2009). | 739 | definition | 0.980 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5616 | The findings reveal that the English language teachers largely conceptualise literacy as the ability to read and write, with limited awareness of the multiliteracies paradigm, which foregrounds diversity, multimodality, and active meaning-making through design (Cope and Kalantzis, 2009). |
| What does Enhancing alignment with the multiliteracies framework may contribute to? | more inclusive, meaningful, and future-ready language education | The study highlights an urgent need to strengthen and harmonise English language teaching practices to address the diverse linguistic and cultural backgrounds of learners. Enhancing alignment with the multiliteracies framework may contribute to more inclusive, meaningful, and future-ready language education. | 245 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5616 | Enhancing alignment with the multiliteracies framework may contribute to more inclusive, meaningful, and future-ready language education. | | p[0] | 0.800 | valid |
| How do English language teachers largely conceptualise literacy? | the ability to read and write | Published 2026-07-15 The present study analyses current English language teaching practices through the lens of the Multiliteracies Pedagogical Framework. Grounded in a dynamic approach to language learning, the multiliteracies framework recognises linguistic diversity and the increasing prominence of multimodal forms of meaning-making. Data were collected through semi-structured interviews with in-service government school teachers in Bhubaneswar and were analysed qualitatively across all four dimensions of the multiliteracies framework. The findings reveal that the English language teachers largely conceptualise literacy as the ability to read and write, with limited awareness of the multiliteracies paradigm, which foregrounds diversity, multimodality, and active meaning-making through design (Cope and Kalantzis, 2009). | 634 | summary | 0.970 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5616 | The findings reveal that the English language teachers largely conceptualise literacy as the ability to read and write, with limited awareness of the multiliteracies paradigm, which foregrounds diversity, multimodality, and active meaning-making through design (Cope and Kalantzis, 2009). |
| What difference was observed between teachers in central government schools and state government schools? | teachers from central government schools displayed greater awareness of the aims of language education and adopted comparatively effective pedagogical practices | Although teachers demonstrate well-intentioned pedagogical practices, these are not fully aligned with contemporary educational demands. The study also identifies a lack of uniformity in English language instruction at the elementary level. While responses varied, teachers from central government schools displayed greater awareness of the aims of language education and adopted comparatively effective pedagogical practices than their counterparts in state government schools. The study highlights an urgent need to strengthen and harmonise English language teaching practices to address the diverse linguistic and cultural backgrounds of learners. Enhancing alignment with the multiliteracies framework may contribute to more inclusive, meaningful, and future-ready language education. | 265 | comparison | 0.920 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5616 | While responses varied, teachers from central government schools displayed greater awareness of the aims of language education and adopted comparatively effective pedagogical practices than their counterparts in state government schools. |