Developing intercultural competence in adult language learning through the multiliteracies approach

Abstract

Intercultural communication plays a key role in our complex societies, where migratory flows remain consistent. An approach based on multiliteracies could help these citizens to integrate in a new territory. This study seeks to evaluate and synthesise the literature focusing on the pedagogy of multiliteracies to develop intercultural competence in adult language learning. A mixed-methods systematic review was conducted following the PRISMA protocol. Web of Science, Scopus and ERIC were searched from their inception up to January 2022. Critical appraisal was performed using the Mixed-Methods Appraisal Tool and the results were presented as a narrative synthesis. The results indicate that only nine qualitative studies were eligible for consideration in this systematic review. Moreover, a wide variety of didactic tools were employed to foster intercultural competence through a pedagogy of multiliteracies. However, at-risk-of-exclusion learners were misrepresented. Hence, future lines of research could include learners such as migrants in their study designs, as well as learners’ and educators’ perceptions. Educational language policies still need to consider the situation of present-day societies along with the promising approach of multiliteracies with regard to intercultural competence in adult language learning.