¿Cómo se desarrollan las interacciones y la pedagogía de las multiliteracidades en el aula de Lenguaje y Comunicación? Estudio de caso en una escuela rural del sur de Chile

Patricia Thibaut; Andrea Lizasoain

doi:10.5565/rev/educar.1896

How do interactions and multiliteracy pedagogy operate in the Language and Communication classroom?

A field study in a rural school in southern Chile

Authors

Patricia Thibaut Universidad Austral de Chile https://orcid.org/0000-0003-2990-0339
Andrea Lizasoain Pontificia Universidad Católica de Chile https://orcid.org/0000-0002-2689-6728

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Abstract

Although research shows the importance of dialogue for learning, and that multiliteracies should be integrated into the classroom, there is little literature that brings together both perspectives. This article seeks to help fill this gap in the research, with the aim of identifying the types of interaction and the most commonly used didactic strategies from the point of view of multiliteracy pedagogy. The study is conducted in a rural multi-level school in the south of Chile, analyzing lessons in Language and Communication. The methodology employed is a case study that includes classroom observation and teacher interviews. The analysis used three complementary theoretical-methodological approaches: the productive dialogue inventory (Howe et al., 2019), the pedagogy of multiliteracies (Kalantzis & Cope, 2023) and the ideation system of Systemic Functional Linguistics (SFL) (Halliday, 1978). The results show that interaction occurs mostly through the traditional initiation-response-evaluation (IRE) pattern, which correlates in SFL with the types of processes (verbs) deployed and with a restricted use of the pedagogy of multiliteracies; in addition, a high frequency of the normative register is observed, at the expense of the instructional register. All of the above hinders greater orientation towards dialogue focused on learning.

Keywords

multiliteracy, verbal interaction, ideation system, rural school

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