Affective Multiliteracies: Harmonizing Inner and Outer Literacies in English Language Education

Luis Javier Pentón Herrera; Ana Maria Ferreira  Barcelos; Yasir Hussain

Autores

Luis Javier Pentón Herrera Uniwersytet VIZJA | Warsaw | POL https://orcid.org/0000-0002-8865-8119
Ana Maria Ferreira Barcelos Universidade Federal de Viçosa (UFV) | Viçosa | MG | BR https://orcid.org/0000-0002-2218-5582
Yasir Hussain Quaid-i-Azam University | Islamabad | PAK https://orcid.org/0000-0001-9821-3618

Palavras-chave:

multiletramentos afetivos, aprendizagem socioemocional, educação em língua inglesa, amor pedagógico, harmonia, letramentos internos e externos

Resumo

Este artigo apresenta o conceito de multiletramentos afetivos como um novo referencial para a educação em língua inglesa. Embora as abordagens contemporâneas de multiletramentos tenham ampliado o escopo da alfabetização/letramento ao incluir dimensões multimodais, culturais e digitais, elas continuam a enfatizar o que definimos como letramentos externos: habilidades visíveis, avaliáveis e performativas utilizadas para interagir com textos, ferramentas e contextos externos. Essa ênfase frequentemente obscurece os letramentos internos, ou seja, as capacidades sociais, emocionais e relacionais que moldam a forma como os aprendizes interpretam suas experiências e se conectam com os outros. Em resposta, propomos os multiletramentos afetivos como uma maneira de harmonizar essas dimensões internas e externas, posicionando o letramento tanto como um processo interno de construção de sentidos quanto como participação externa. Com base em pesquisas sobre inteligência emocional, amor pedagógico e harmonia, este artigo examina como educadores podem cultivar ambientes de aprendizagem que apoiem os estudantes enquanto seres humanos. Apresentamos fundamentação teórica, ilustrações práticas e implicações pedagógicas para sustentar essa visão holística. Ao repensar o letramento como uma prática humana moldada por processos cognitivos e afetivos, essa abordagem busca orientar educadores na preparação de estudantes capazes de se comunicar de forma reflexiva, relacionar-se eticamente e participar de maneira significativa em suas comunidades ao redor do mundo.

Downloads

Os dados de download ainda não estão disponíveis.

Biografia do Autor

Luis Javier Pentón Herrera, Uniwersytet VIZJA | Warsaw | POL

N/A
Yasir Hussain, Quaid-i-Azam University | Islamabad | PAK

N/A

Referências

ABRAMS, Z. Student Mental Health Is in Crisis. Campuses Are Rethinking Their Approach. Monitor on Psychology, v. 53, n. 7, 2022. Available at: https://www.apa.org/monitor/2022/10/mental-health-campus-care. Accessed on: July 15, 2025.

AGYAPONG, B.; OBUOBI-DONKOR, G.; BURBACK, L.; WEI, Y. Stress, Burnout, Anxiety and Depression Among Teachers: A Scoping Review. International Journal of Environmental Research and Public Health, v. 19, n. 17, e10706, 2022. DOI: https://doi.org/10.3390/ijerph191710706.

AMSLER, M. Affective Literacy: Gestures of Reading in the Later Middle Ages. Essays in Medieval Studies, v. 18, n. 1, p. 83–110, 2001. DOI: https://doi.org/10.1353/ems.2001.0001.

ARTHUR, J.; DAVISON, J. Social Literacy and Citizenship Education in the School Curriculum. The Curriculum Journal, v. 11, n. 1, p. 9–23, 2000. DOI: https://doi.org/10.1080/095851700361366.

BAO, D. Silence in English Language Pedagogy: From Research to Practice. Cambridge: Cambridge University Press, 2023.

BARCELOS, A. M. F. Estudando o conceito do amor na educação linguística: uma revisão dos estudos dentro da abordagem crítica. Signum: Estudos da Linguagem, Londrina, v. 25, n. 2, p. 24–35, 2022. DOI: https://doi.org/10.5433/2237-4876.2022v25n2p24.

BARCELOS, A. M. F. Unveiling the Relationship Between Language Learning Beliefs, Emotions, and Identities. Studies in Second Language Learning and Teaching, v. 5, n. 2, p. 301–325, 2015. DOI: https://doi.org/10.14746/ssllt.2015.5.2.6.

BARCELOS, A.; COELHO, H. Language Learning and Teaching: What’s Love Got to Do with It? In: MACINTYRE, P.; GREGERSEN, T.; MERCER, S. (ed.). Positive Psychology in SLA. Bristol: Multilingual Matters, 2016. p. 130–144.

BIRCH, B. M. (ed.). Creating Classrooms of Peace in English Language Teaching. New York, NY: Routledge, 2022.

BOLER, M. Feeling Power: Emotions and Education. New York, NY: Routledge, 1999.

BRANDT, D.; CLINTON, K. Limits of the Local: Expanding Perspectives on Literacy as a Social Practice. Journal of Literacy Research, v. 34, n. 3, p. 337–356, 2002. DOI: https://doi.org/10.1207/s15548430jlr3403_4.

CHUBBUCK, S. M.; ZEMBYLAS, M. The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher. American Educational Research Journal, v. 45, n. 2, p. 274–318, 2008. DOI: https://doi.org/10.3102/0002831207311586.

COLE, D. Deleuzian Affective Literacy for Teaching Literature: A Literary Perspective on Multiple Literacies Theory. In: MASNY, D.; COLE, D. R. (ed.). Multiple Literacies Theory. Rotterdam: Sense Publishers, 2009. p. 63–78. DOI: https://doi.org/10.1163/9789087909116_006.

COLE, D. R. Explorations of Affective Literacy Amongst Middle School English Teachers. Literacy Learning: The Middle Years, v. 16, n. 3, p. 44–56, 2008.

COLE, D. R.; SOMERVILLE, M. The Affect(s) of Literacy Learning in the Mud. Discourse: Studies in the Cultural Politics of Education, v. 43, n. 2, p. 188–204, 2020. DOI: https://doi.org/10.1080/01596306.2020.1818183.

COLLINS, J.; BLOT, R. Literacy and Literacies: Texts, Power, and Identity. Cambridge: Cambridge University Press, 2003. DOI: https://doi.org/10.1017/CBO9780511486661.

CURTIN, A. Understanding Literacy as Human Practice: Exploring Stories About (People Like) Us. Education 3-13, v. 52, n. 7, p. 1006–1018, 2024. DOI: https://doi.org/10.1080/03004279.2024.2357883.

DARDER, A. Reinventing Paulo Freire: A Pedagogy of Love. New York, NY: Routledge, 2017.

DARRAGH, J. J.; PENTÓN HERRERA, L. J. Trauma-Sensitive Practices in English Language Teaching. Ann Arbor: University of Michigan Press, 2026.

DWORAK, A.; RZYMEŁKA-FRĄCKIEWICZ, A.; WILK, T. Does Today’s School/Education Respond to Society’s Needs and Expectations of Reality and the Future? Multidisciplinary Journal of School Education, v. 12, n. 24, p. 243–256, 2023. DOI: https://doi.org/10.35765/mjse.2023.1224.12.

FREIRE, P. Teachers as Cultural Workers: Letters to Those Who Dare Teach. Expanded ed. Boulder: Westview Press, 2005.

FREY, N.; FISHER, D.; SMITH, D. All Learning Is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond. Alexandria: ASCD, 2019.

GEE, J. P. The New Literacy Studies: From “Socially Situated” to the Work of the Social. In: BARTON, D.; HAMILTON, M.; IVANIC, R. (ed.). Situated Literacies: Reading and Writing in Context. London: Routledge, 2000. p. 180–196.

GOLEMAN, D. Emotional Intelligence: Why It Can Matter More Than IQ. New York, NY: Bantam Books, 1995.

GOTLIEB, R. J. M. et al. Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth. Literacy Research: Theory, Method, and Practice, v. 71, n. 1, p. 80–132, 2022. DOI: https://doi.org/10.1177/23813377221120107.

HASPER, A.; PENTÓN HERRERA, L. J. Activities for Social-Emotional Learning: Developing Social-Emotional Competences in the ELT Classroom. London: Delta Publishing, 2024.

HOOKS, b. Teaching Community: A Pedagogy of Hope. New York, NY: Routledge, 2003.

IMMORDINO-YANG, M. H.; DAMASIO, A. We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. Mind, Brain, and Education, v. 1, n. 1, p. 3–10, 2007. DOI: https://doi.org/10.1111/j.1751-228X.2007.00004.x.

JENSEN, E. Teaching with the Brain in Mind. 2nd ed. Alexandria: ASCD, 2005.

KING, J.; NG, K.-Y. S. Teacher Emotions and the Emotional Labour of Second Language Teaching. In: MERCER, S.; KOSTOULAS, A. (ed.). Language Teacher Psychology. Bristol: Multilingual Matters, 2018. p. 141–157. DOI: https://doi.org/10.21832/9781783099467-013.

LEANDER, K. M.; EHRET, C. (ed.). Affect in Literacy Teaching and Learning: Pedagogies, Politics and Coming to Know. New York, NY: Routledge, 2019.

LEWIS, C.; ENCISO, P.; MOJE, E. B. (ed.). Reframing Sociocultural Research on Literacy: Identity, Agency, and Power. Mahwah: Lawrence Erlbaum, 2007.

MÄÄTTÄ, K.; UUSIAUTTI, S. Pedagogical Love and Good Teacherhood. In Education, v. 17, n. 2, p. 29–41, 2011.

MAKSIMCHUK, M. T.; PENTÓN HERRERA, L. J. Supporting Equitable Assessment for Multilingual Learners of English. New York, NY: Routledge, 2026.

MARTÍNEZ-ALBA, G.; PENTÓN HERRERA, L. J.; TRINH, E. Situating Teacher Well-Being in English Language Teaching. In: PENTÓN HERRERA, L. J.; MARTÍNEZ-ALBA, G.; TRINH, E. (ed.). Teacher Well-Being in English Language Teaching: An Ecological Approach. New York, NY: Routledge, 2023. p. 29–42.

MELAND, E. A.; BRION-MEISELS, G. An Integrative Model for Culturally Sustaining SEL in the Classroom. Social and Emotional Learning: Research, Practice, and Policy, v. 3, e100042, 2024. DOI: https://doi.org/10.1016/j.sel.2024.100042.

MENDIZÁBAL, P. G. Teaching con Cariño: Teacher Agency and Teacher-Student Relationships in a Dual Language Classroom. Journal of Latinos and Education, v. 24, n. 1, p. 62–75, 2024. DOI: https://doi.org/10.1080/15348431.2024.2357570.

MERCER, S. Compassion-Based Language Education. Oxford: Oxford University Press, 2024.

MORA, R. A. Literacidad y el aprendizaje de lenguas: Nuevas formas de entender los mundos y las palabras de nuestros estudiantes. Revista Internacional Magisterio, n. 58, p. 52–56, 2012.

NHAT HANH, T.; WEARE, K. Happy Teachers Change the World: A Guide for Cultivating Mindfulness in Education. Berkeley: Parallax Press, 2017.

NUSSBAUM, M. C. Not for Profit: Why Democracy Needs the Humanities. Princeton: Princeton University Press, 2010.

OSGOOD, J. Narratives from the Nursery: Negotiating Professional Identities in Early Childhood. London: Routledge, 2012.

OXFORD, R. L. The Language of Peace: Communicating to Create Harmony. Charlotte: IAP, 2013.

PAHL, K.; ROWSELL, J. Literacy and Education: Understanding the New Literacy Studies in the Classroom. London: SAGE Publications, 2005.

PEERCY, M. M. et al. Calling for a Humanizing Turn in Language Teacher Education: Problematizing Content and Language Instruction. TESOL Quarterly, v. 59, n. 1, p. 421–447, 2025. DOI: https://doi.org/10.1002/tesq.3319.

PENTÓN HERRERA, L. J. An Agenda for Emotional Intelligence in Language Teacher Education. Language Teacher Education Research, v. 1, p. 48–63, 2024. DOI: https://doi.org/10.32038/lter.2024.01.03.

PENTÓN HERRERA, L. J. Social-Emotional Learning in TESOL: What, Why, and How. Journal of English Learner Education, v. 10, n. 1, p. 1–16, 2020.

PENTÓN HERRERA, L. J.; BECKER, A. Emotions in the Making: The Temporal Spectrum of Emotion Research in Applied Linguistics. In: KARIMI, M. N.; PENTÓN HERRERA, L. J.; MANSOURI, B. (ed.). Teacher Emotions as Personal and Professional Development in Applied Linguistics. Bristol: Multilingual Matters, 2025. p. 15–30.

PENTÓN HERRERA, L. J.; DARRAGH, J. J. Social-Emotional Learning in English Language Teaching. Ann Arbor: University of Michigan Press, 2024.

PENTÓN HERRERA, L. J.; MARTÍNEZ-ALBA, G. Emotions, Well-Being, and Language Teacher Identity Development in an EFL Teacher Preparation Program. Korea TESOL Journal, v. 18, n. 1, p. 3–25, 2022.

PENTÓN HERRERA, L. J.; MARTÍNEZ-ALBA, G. Social-Emotional Learning in the English Language Classroom: Fostering Growth, Self-Care, and Independence. Alexandria: TESOL Press, 2021.

PENTÓN HERRERA, L. J.; TRINH, E.; PARK, G. Storytelling as an Outlet for Restoration and Peacebuilding: An Introduction to the Special Issue. TESOL Journal, v. 14, n. 4, e763, 2023. DOI: https://doi.org/10.1002/tesj.763.

PLANTIN EWE, L.; ASPELIN, J. Teachers’ Relational Competence Towards Students with Neurodevelopmental Symptoms: A Microscopic Relational Analysis. Journal of Research in Special Educational Needs, v. 25, n. 2, p. 225–236, 2025. DOI: https://doi.org/10.1111/1471-3802.12721.

PLONSKY, L.; SUDINA, E.; TEIMOURI, Y. Language Learning and Emotion. Language Teaching, v. 55, n. 3, p. 346–362, 2022. DOI: https://doi.org/10.1017/S0261444821000434.

SILVER, J.; BLUE, J. Multiple Literacies in the English Language Classroom. Boston: National Geographic Learning, 2024. Available at: https://cengage.widen.net/s/x5lrlsdccg/multiple-literacies-paper_v05. Accessed on: July 15, 2025.

STAVENHAGEN, W. K. Relational Literacy. JAEPL: The Journal of the Assembly for Expanded Perspectives on Learning, v. 24, p. 111–121, 2019. DOI: https://doi.org/10.7290/jaepl24aat3.

STREET, B. Literacy in Theory and Practice. Cambridge: Cambridge University Press, 1984.

STREET, B. V. The Future of ‘Social Literacies’. In: BAYNHAM, M.; PRINSLOO, M. (ed.). The Future of Literacy Studies. London: Palgrave Macmillan, 2009. p. 21–37. DOI: https://doi.org/10.1057/9780230245693_2.

STREET, B. What’s “New” in New Literacy Studies? Critical Approaches to Literacy in Theory and Practice. Current Issues in Comparative Education, v. 5, n. 2, p. 77–91, 2003. DOI: https://doi.org/10.52214/cice.v5i2.11369.

THE NEW LONDON GROUP. A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, v. 66, n. 1, p. 60–93, 1996. DOI: https://doi.org/10.17763/haer.66.1.17370n67v22j160u.

THOMPSON, G.; CREAGH, S.; STACEY, M.; HOGAN, A.; MOCKLER, N. Researching Teachers’ Time Use: Complexity, Challenges and a Possible Way Forward. Australian Educational Researcher, v. 51, p. 1647–1670, 2024. DOI: https://doi.org/10.1007/s13384-023-00657-1.

TOSCANO-FUENTES, C.; FERNÁNDEZ-CORBACHO, A.; FONSECA-MORA, M. C. Towards Affective Literacy for Adult Migrants: A Systematic Literature Review. Australian Journal of Adult Learning, v. 64, n. 3, p. 376–400, 2024.

VANDERHEIDEN, E. ‘I Could Never Think of Education Without Love’ – Pedagogical Love in the Context of Adult Education. International Review of Psychiatry, v. 35, n. 1, p. 62–85, 2023.

VICTOR, K. Relational Literacies for More-Than-English Worlds. English Journal, v. 113, n. 5, p. 87–95, 2024. DOI: https://doi.org/10.58680/ej2024113587.

WORLD ECONOMIC FORUM. The Future of Jobs Report 2025. Geneva: WEF, 2025. Available at: https://www.weforum.org/publications/the-future-of-jobs-report-2025/. Accessed on: July 15, 2025.

WORLD HEALTH ORGANIZATION. World Mental Health Report: Transforming Mental Health for All. Geneva: WHO, 2022. Available at: https://www.who.int/teams/mental-health-and-substance-use/world-mental-health-report. Accessed on: July 15, 2025.

ZEMBYLAS, M. Emotional Ecology: The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching. Teaching and Teacher Education, v. 23, n. 4, p. 355–367, 2007. DOI: https://doi.org/10.1016/j.tate.2006.12.002.

ZIPIN, L. Dark Funds of Knowledge, Deep Funds of Pedagogy: Exploring Boundaries Between Lifeworlds and Schools. Discourse: Studies in the Cultural Politics of Education, v. 30, n. 3, p. 317–331, 2009. DOI: https://doi.org/10.1080/01596300903037044.