Language learning that is grounded on learners’ sociocultural realities promises to be a meaningful experience they are likely to treasure when it comes to grappling with practical day-to-day matters. This article reports on a research study aimed at fostering socioculturally constructed language learning in a group of pre-service English teachers. This is a qualitative case study, grounded in a social constructivist paradigm, which draws on a pedagogy of multiliteracies through the Knowledge Process and the Concept of Design (Cope & Kalantzis, 2009) to embrace diverse modes of communication and to expand learners’ possibilities of engagement with text and the social and cultural world around them. The findings indicate that while learners are provided with opportunities to explore, reflect and co-construct socioculturally driven knowledge, they are involved in a meaning-making experience that allows them to make sense of the language they are learning.

中文翻译：

---

通过多元文化教学法唤醒职前教师的社会文化现实

基于学习者的社会文化现实的语言学习有望成为他们在处理实际日常事务时可能会珍惜的有意义的体验。本文报道了一项旨在促进在职前英语教师群体中进行社会文化建构的语言学习的研究。这是一个定性案例研究，以社会建构主义范式为基础，通过知识过程和设计概念（Cope & Kalantzis，2009）利用多元文化教学法，以拥抱不同的交流模式并扩大学习者的可能性与文本及其周围的社会和文化世界互动。研究结果表明，虽然为学习者提供了探索、反思和共同构建社会文化驱动知识的机会，