The Multiliteracy approach to enhance learning experience for adult students in a public school in San Gil

Abstract

This study reports on the implementation of multiliteracy strategies in English classes for a group of adult students who attended night school at a public institution in San Gil, Colombia. The primary objective of this implementation was to improve English as a foreign language learning experience within a group that exhibited low levels of motivation. This qualitative research adopted an exploratory case study design to examine various aspects such as pedagogical resources, levels of motivation, and teaching methodology. Data were collected through several instruments, including a checklist, teachers researchers’ field diaries, student surveys, and teacher interviews. Furthermore, the relevance of this study lies in its contribution to creating bilingual learning environments under a holistic perspective. Therefore, the results revealed that multiliteracy strategies from a holistic perspective such as the use of enriched visual materials and gamified activities had a significant impact on students’ learning experiences. In addition, the pedagogical intervention also provided visibility to students’ cultural backgrounds, further enriching their learning process. Thus, the study concludes that the implementation of flexible pedagogies that legitimize multimodal and sociocultural responsive practices can enhance language learning experiences in educational contexts with adult students.