The present essay focuses on the theoretical and research documentation of the contribution of multiliteracies to the linguistic development of students, as well as to the study of DEPPS (Inter-thematic Integrated Framework of Study Curricula) and APS (Analytical Study Curriculum), and the new Study Curriculum of the Digital School for the teaching of Modern Greek language at the first three grades of high school, and then to the respective school textbooks, with the relationship between their tasks-activities and the pedagogy of multiliteracies as a reference point. The study of the DEPPS-APS texts, the new Study Curriculum and the textbooks of the student allows for the articulation of the following findings: a) in DEPPS and APS there is no explicit reference, but direct and indirect conceptual associations with the pedagogy of multiliteracies are found; b) the principles of the new Study Curriculum and the proposed methodological approaches are compatible with the respective principles of the pedagogy of multiliteracies; c) in the student textbooks for all three classes there are multiliterate exercises, which increase quantitatively from the A’ to the C’ class and concern primarily the multimodality in the creation of textual meanings of the book and the student-author. Most of them belong to the sections “I listen and speak”. These are followed by the section “I think and write”, while the multiliterate direction of all inter-thematic tasks is impressive (and rather predictable). The teaching exploitation of these exercises is linked to the substantial training of teachers.
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In-Text Citation: (Dimasi & Aravani, 2013)
To Cite this Article: Dimasi, M., & Aravani, E. (2013). The pedagogy of multiliteracies in the school textbooks of Modern Greek language in the first three years of high school: utopia or reality? Multilingual Academic Journal of Education and Social Sciences, 1(2), 149–166.
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