A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory

Kruger, Frans; Evans, Rinelle

Abstract

Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such as peace linguistics, peace sociolinguistics and content-based language instruction that incorporate peace-related content into language learning curricula. In this conceptual article, we aim to contribute towards the transdisciplinary possibilities generated between peace education and TESOL by reading these possibilities through the lens of the multiple literacies theory (MLT). We set out to argue that MLT offer a means to explore the connections between peace education and literacies as entangled with affective, material and discursive practices.

Citation

Kruger, F., & Evans, R. (2018). A transdisciplinary exploration: Reading peace education and teaching English to speakers of other languages through multiple literacies theory. TD: The Journal for Transdisciplinary Research in Southern Africa, 14(2), https://doi.org/10.4102/td.v14i2.525

• Journal Article Type: Article
• Online Publication Date: Sep 17, 2018
• Publication Date: 2018-09
• Deposit Date: Sep 2, 2024
• Publicly Available Date: Oct 9, 2024
• Journal: The Journal for Transdisciplinary Research in Southern Africa
• Print ISSN: 1817-4434
• Electronic ISSN: 2415-2005
• Publisher: AOSIS Publishing
• Peer Reviewed: Peer Reviewed
• Volume: 14
• Issue: 2
• DOI: https://doi.org/10.4102/td.v14i2.525
• Keywords: peace education; teaching English to Speakers of other languages; Multiple Literacies Theory; becoming-literate
• Public URL: https://nottingham-repository.worktribe.com/output/38383916
• Publisher URL: https://td-sa.net/index.php/td/article/view/525