Document Type
Presentation
Publication Date
Summer 2023
Abstract
This professional development presentation explores critical and cultural language pedagogy through a multiliteracies and multimodal framework in higher education classrooms. Drawing on scholarship in literacy studies, sociolinguistics, critical pedagogy, translanguaging, and discourse theory, the presentation examines how interdiscursive multimodality can function as a means of accessible multiliteracy and social equity in language education. It addresses the role of discourse, identity, power, and linguistic accessibility in shaping classroom practice and highlights strategies for promoting metalinguistic awareness, sociolinguistic sensitivity, trauma-informed pedagogy, and equitable evaluation practices. Through engagement with case studies on multimodal language learning and multiliteracies in online world language instruction, the project argues that integrating multimodal, translanguaging, and intertextual practices can foster student agency, authorial voice, and critical thinking. The presentation ultimately advocates for a compassionate, reflexive, and equity-oriented approach to language and literacy instruction that values diverse discourses, funds of knowledge, and multilingual identities in higher education contexts.
Recommended Citation
Kapustka, Brian, "Critical and Cultural Language Pedagogy: Interdiscursive Multimodality As a Means of Cccessible Multiliteracy and Social Equity/Justice in the Higher Education Classroom" (2023). Faculty and Staff Scholarship. 13.
https://dc.cod.edu/languages_fac_staff/13