Multiliteracies-based Language and Intercultural Learning through Folktales

Abstract

Transforming literacy instruction to better accommodate the needs of language learners in the 21st century is one of the most significant challenges faced by language practitioners and researchers. This study offers timely insight into designing multiliteracies- and standards-based language and intercultural learning models using folktales, which have yet to be widely and proactively incorporated into language teaching. Integrating folktales into language curricula provides language learners with multiple pedagogical benefits. Studying folktales enables learners to identify, compare, analyze, and reflect on various cultural and linguistic elements related to cultural products, practices, and perspectives. This strategically designed folktale curriculum both promotes language proficiency and cultivates a strong foundation of intercultural competence. In contrast to the typical use of folktale texts solely as reading materials, this proposed multiliteracies-based folktale curriculum incorporates various active learning strategies to foster students’ critical thinking skills, situated practices, conceptualizations, and meaningful applications of concepts learned. The lesson modules are proficiency-based (beginner, intermediate, and advanced) and include contemporary designs and illustrations, various standards-based communication and intercultural activities, and easily accessible audiovisual podcasts. In addition, this study demonstrates how folktales can be effectively incorporated in the classroom as a tool for enhancing interpersonal, interpretive, presentational, and intercultural communication skills development. This pedagogical action research will enable language practitioners to gain a clear understanding of how to effectively implement folktale lesson modules in order to foster intercultural learning. This study will include a description of multiliteracies-based folktale lesson modules, practical ideas for designing folktale activities using various modes of communication, learners’ reflections, and a discussion of the pedagogical implications.