Teaching Narrative Texts in Young Learners’ Classroom During Pandemic Covid-19: An Analysis from A Multiliteracies Perspective

There is an urgency in education to situate literacy instruction practices that are responsive the globalized, multilingual world we live in. The New London Group (1996) has predicted situation and conceptualized multiliteracies, which view as supplemental, continual, modifying established teaching learning rather than replacing traditional (Rowsell, Kosnik, Beck, 2008). With pandemic Covid-19 outbreaks, all schools were forced be online, encompassing principles of more just a pedagogy. Thus, this study aims see types resources pedagogical acts conducted classroom seen from multiliteracies perspective during online classroom. This qualitative explored based on multiliteracy pedagogy perspective. data was collected observation, interview with teacher document analysis. results showed mostly focused Situated Practice Overt Instruction narrative texts indicated only knowledge process experiencing conceptualising. did not really promote analysing-both functionally critically- applying creatively. Keywords: Multiliteracies, Narrative texts, COVID-19, English for Young learners