In 2011, in the context of the "New School", the new (pilot) Curriculum was written and in 2014 was released its revised version. In both versions there are references to "Multiliteracies". The purpose of this paper is to investigate the presence of multiliteracies and to write down the changes that occur between its two "versions", as well as the interventions of completion, revision and updating. The comparative presentation of the programs shows their strongest presence in its revised version. At the same time issues are highlighted, which mainly concern the targets and the teaching methodology. Taking into consideration that multiliteracies have a strong ability to convey meanings to students both indirectly and directly, it is important the school to systematize their teaching by setting specific targets, which emphasize the production of meanings in a variety of linguistic and cultural contexts, and with specific strategies and "tools".
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In-Text Citation: (Goti et al., 2021)
To Cite this Article: Goti, E., Dina, M., & Dinas, K. (2021). The Multiliteracies in the “Pilot” Curriculum of Language Teaching of 2011 and in the Revised of 2014. Multilingual Academic Journal of Education and Social Sciences, 9(1), 211–232.
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