Multiliteracies Instruction and Cognitive/Socio-Affective Development in the ESL Classroom: Insight into 200 Levels at the University of Buea (UB), Cameroon

Poster Session IX

Keyword: Literacy

Abstract: We explored Multiliteracies /Literacy instruction in ESL classrooms to ascertain modes of meaningful communications for cognitive/Socio-affective outcomes for learners real-world survival. We used teachers(N=10) and learners(N=50). Reliability Statistics show consistency Value of 0.762 above 0.7 recommended threshold with respect to Traditional Literacy Pedagogy vis-a-vis Multiliteracies instruction. Implication for real-world survival.

• Comfort Beyang Oben Ojongnkpot (Presenting Author)