Beyond the board and chalk: multiliteracies in English language teaching in the contemporaneity

Abstract

To be part of and transit through the contemporary world, it is necessary to have knowledge of the English language, in addition to being multi-literate in digital technologies. Therefore, learning English in contemporary times occurs in all segments of education, both in regular and in language courses. But just like the school, which struggles to bring and reconcile the use of digital multiliteracies to the classroom, the methodologies in language teaching also present impasses to embrace the teaching-learning process in a multiliterated and digital way. It was this concern that prompted the development of this paper. This study has the general objective to find out if the methodologies for language teaching include the formation of English language learners in digital multiliteracies. The specific objectives are: a) to compare the English teaching methodologies with the types of existing literacies and, b) how digital multiliteracies assist in the teaching of the English language. To carry out this research, a bibliographic survey was done on the concepts of autonomous literacy, ideological literacy, literacies and multi-literacy, in order to understand and analyze such constructs biased to English language teaching methodologies. From the conceptions of language and the techniques that each method or approach preaches, an analysis was made, pointing out how digital (multi) literacy (s) are inserted in such teaching contexts. The results indicate that autonomous literacy was contemplated until the insertion of audiolingualism, and that the multiliteracies and new technologies emerged with the communicative approach. Digital multiliteracies are a requirement of today's world, especially with the emergence of online courses and digital applications. To conclude, the paper proposes suggestions on how to introduce multiliteracy in the classroom for the teaching of the English language, always guided by the users of English that the school intends to form, critical and reflective citizens.