Why Singapore’s English Teachers Should Embrace Singlish, Not Fight It
Is it time for Singaporean educators to embrace Singlish as a legitimate learning tool? What the Research […]
Read More
- Background and Key Insights
- Introduction to Multiliteracies
- Research Methodology
- Research Findings
- What Does This Mean for Teaching and Learning?
- Related Links
- Further Readings
- Research Team
“This project has been a very rich learning journey and I am still learning though I have taught for a number of years.” – by Teacher A
“I have thoroughly enjoyed my overall project experience. It had been something, I believe, that provided a platform for my professional and personal development as an educator.” – by Teacher B
- Phase 1244 studentsPhase 2159 students
- Phase 19 teachersPhase 26 teachers
- Phase 13 secondary schools and 2 primary schoolsPhase 22 secondary schools and 2 primary schools
Primary and Secondary school
English
Classroom Resources
- Viewing & Representing with Rats’ Nests: Lesson Package for Primary Four
- Viewing & Representing with Making Ice-cream: Lesson Package for Primary Four
- Viewing & Representing with Ten: Lesson Package for Primary Five
- Viewing & Representing with The Lost Thing: Lesson Package for Secondary One G1
- Viewing & Representing with Advertisements: Lesson Package for Secondary One G3
- Viewing & Representing with Advertisements: Lesson Package for Secondary Two G2
- Assessment Package for Multiliteracy
Principal Investigator
Learn more at https://dr.ntu.edu.sg/cris/rp/rp02371
Principal Investigator
Click here to learn more!
Knowledge Resource Bank
Multiliteracies
How findings from Multiliteracies can help your studentsKey Insights
- Multiliteracies was perceived to be important for today’s world by both teachers and students.
- The Multiliteracies project aimed to teach students to:
- Evaluate,
- Produce texts in a multimodal format.
- Teaching multiliteracies promotes social equity by:
- Equipping students with skills needed, especially for future workplaces.
- Preparing students for communicative demands in the digital age.
- Teaching packages were developed to tackle teachers’ uncertainties in designing lessons for multiliteracies.
- Teachers benefitted from these packages by:
- Having greater confidence in their approach to teaching multiliteracies.
- Reflecting on their personal growth.
- Most students have higher scores in the post-test after being taught with materials from the packages.
- Teachers benefitted from these packages by:
Introduction to Multiliteracies
Research Methodology
Research Findings
What Does This Mean for Teaching and Learning?
Related Links
- Putting Multiliteracies into Practice in the Classroom
- Digital and Media Literacy
- Digital and Media Literacy: What About Them?
- Unpacking Digital Citizenship and Digital Literacy for Student Learning
- Literacy as Communication
Further Readings
- For educators interested in the research methodology behind Multiliteracies, you may refer to:
Multiliteracies in the Singapore English language classroom: Perceptions and practices.
Research Project
Investigating School-Based Co-Curricular Activities as Contexts for Expanding Learning Spaces
Multiliteracies in the Singapore English Language classroom: Designing learning
Research Team
- To learn more about this research, please contact Dr Victor Lim at victor.lim@nie.edu.sg.
Principal Investigator
- Assoc. Prof Lim Fei Victor, English Language and Literature (ELL), NIE, NTU.
Acknowledgement
- This study was funded by the Education Research Funding Programme, National Institute of Education, Nanyang Technological University, Singapore (project no. DEV 01/18 VL). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore MOE and NIE.
This knowledge resource was extracted and reconstructed from the published materials from the research team by Ms Shee Yi Xuan, Katherine with input from Dr Victor Lim and Ms Lorraine Ow and presented on 26 July 2024.
