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Critical Thinking through Multimodal Pedagogy: Exploring Immigration in Primary EAL
Abstract
This study explores the integration of multimodal resources to develop critical thinking and multiliteracies among primary English as an Additional Language (EAL) students on the topic of immigration and refugees. Through a didactic intervention incorporating a sculpture, a picturebook (The Capybaras) and a video, students engaged in activities promoting empathy, social awareness, and critical reflection. Using the Pedagogy of Multiliteracies and the Learning by Design approach, students connected prior knowledge to new concepts, critically analyzing visual, auditory, and linguistic elements. Findings reveal that students significantly developed a critical perspective on immigration, demonstrated through discussions, empathy, and proposed alternatives. The multimodal resources facilitated a deeper understanding of refugee experiences, highlighting the importance of diverse modes of representation in fostering critical engagement. This research underscores the value of multimodal literacy in primary education for enhancing students' sociocultural awareness and critical thinking skills
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