Challenges of for a pedagogy of multiliteracies in the language classroom
It has become a cliché to point to the widening gap between the forms of communication that students develop in their personal lives and those required by their teachers. The exciting work carried out by Cope and Kalantzis (2000), members of the New London Group, summarized in the Pedagogy of Multiliteracies, mentioned this gap almost thirty years ago. In 1994, a group of ten academics held a series of meetings in New Hampshire, USA, in a hotel room called New London. These meetings claimed for a change in educational institutions to prepare students to navigate, produce and critically interpret emerging discourses in an increasingly diverse and complex world with increasingly sophisticated modes of communication.
