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Text for question 52 The notion of Multiliteracies supplements traditional literacy ped...
Text for question 52
The notion of Multiliteracies supplements traditional literacy pedagogy by addressing these two related aspects of textual multiplicity. What we might term ‘mere literacy’ remains centred on language only, and usually on a singular national form of language at that, being conceived as a stable system based on rules such as mastering sound-letter correspondence. This is based on the assumption that we can actually discern and describe correct usage. Such a view of language must characteristically translate into a more or less authoritarian kind of pedagogy. A pedagogy of Multi-literacies, by contrast, focuses on modes of representation much broader than language alone. These differ according to culture and context, and have specific cognitive, cultural, and social effects. In some cultural contexts – in an Aboriginal community or in a multimedia environment, for instance – the visual mode of representation may be much more powerful and closely related to language than ‘mere literacy’ would ever be able to allow. Multiliteracies also creates a different kind of pedagogy: one in which language and other modes of meaning are dynamic representational resources, constantly being remade by their users as they work to achieve their various cultural purposes.
COPE, Bill; KALANTZIS, Mary (org.). Multiliteracies: literacy learning and the design of social futures. Londres: Routledge, 2000.
Regarding the modal verbs used in the context of the passage by Cope and Kalantzis (2000), it is correct to state that:
A
The use of might in “What we might term ‘mere literacy’ …” highlights an epistemic possibility and expresses terminological caution, through which the authors merely suggest a possible naming rather than imposing a conceptual label.
B
In the excerpt “the assumption that we can actually discern and describe correct usage,” the modal can expresses a lack of human ability to identify and describe the “correct” use of language.
C
The semantic orientation of must in the excerpt “Such a view of language must characteristically translate into a more or less authoritarian kind of pedagogy” is one of obligation and indicates that viewing language as a stable system of rules does not translate into an authoritarian pedagogy.
D
The use of may in the excerpt “the visual mode of representation may be much more powerful…” helps to universalize the statement, expressing a possibility that is independent of the cultural context in question.
E
Forming a hypothetical modal construction, would is associated with the expression be able to in the excerpt “than ‘mere literacy’ would ever be able to allow” to support the claim that “mere literacy” allows the mentioned mode of representation.