Abstract
Canada's socio-cultural landscape is changing every day due to the transitional migration of demographics from all over the world. The immigrant and refugee populations who enter Canadian society are mostly allophones who do not speak English or French- Canada's two official languages as their mother tongue. The allophone students who belong to this migrator group must learn the official languages to get equal access to the country's social and economic sectors. Thus, Canadian schools are entitled to provide adequate support in teaching English and French to these immigrant students to ensure their merging in broader society. But these immigrant students have diverse linguistic and cultural backgrounds. Therefore, they are essentially various in their second language learning needs. For this reason, it is challenging for educators to support these learners considering their linguistic and cultural diversity. The given research paper conducts a systematic literature review with authentic, peer-reviewed resources to examine how multiliteracies pedagogy can inform second language teaching and learning in elementary classrooms of Ontario, Canada. This study deals with the English language learning of multilingual and multicultural allophone English Language Learners (ELLs) in the English as a Second Language (ESL) programs of Ontario elementary schools. This research paper reflects upon different aspects of multiliteracies approaches. It concludes that multiliteracies pedagogy has numerous potentials to address ELL’s diversity and the educators of Ontario elementary ESL programs can offer a better English language learning environment to the ELLs by ensuring proper implementation of multiliteracies pedagogy in their teaching-learning process.
Primary Advisor
Dr. Susan Holloway
Program Reader
Dr. Kara Smith
Degree Name
Master of Education
Department
Education
Document Type
Major Research Paper
Convocation Year
2021