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Faculty of Graduate Studies

Deborah Otoo-Ansah

  • BA (University of Ghana, 2012)

Notice of the Final Oral Examination for the Degree of Master of Arts

Topic

Transforming Pedagogical Practices: Exploring the Impact of a Multiliteracies Approach on Student Engagement in English Language and Literature in Senior High Schools

Department of Curriculum and Instruction

Date & location

  • Monday, April 27, 2026

  • 10:00 A.M.

  • Clearihue Building, Room B021

  • & Virtual Defence

Reviewers

Supervisory Committee

  • Dr. Kathy Sanford, Department of Curriculum & Instruction, University of Victoria (Supervisor)

  • Dr. Tanya Manning-Lewis, Department of Curriculum & Instruction, UVic (Member) 

External Examiner

  • Dr. Jennifer Watt, Faculty of Education, University of Manitoba 

Chair of Oral Examination

  • Dr. Erin Kelly, Department of English, UVic

     

Abstract

In an increasingly multimodal and culturally diverse world, traditional approaches to English Language and Literature instruction often fail to engage students meaningfully. This study investigates how the adoption of a multiliteracies approach can enhance student engagement in senior high school English classrooms in Ghana and Canada. The research examines how literacy learning extends beyond print-based instruction to include diverse modes of communication, cultural relevance, and students’ lived experiences. Using narrative inquiry and autoethnography methodologies, the study draws on stories and classroom experiences of four educators from different educational and cultural contexts, alongside the researcher’s own reflective teaching journey. Narrative and thematic analysis reveal that multiliteracies practices can support engagement through multimodal learning, collaborative classroom environments, and culturally responsive pedagogy that connects instruction to students’ identities and everyday literacies. The findings also highlight challenges that complicate implementation, including standardized assessment demands, unequal access to resources, and the growing presence of digital technologies and artificial intelligence in literacy education. Overall, this study contributes to ongoing conversations about inclusive and transformative pedagogies by demonstrating the potential of multiliteracies to foster deeper engagement and more equitable learning experiences across diverse contexts.

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