ESL Student Identity and the Multigenre Research Project - Academic discussion and implementation

Oct 15, 2026

Uploaded by SANS

Integrating Freirean philosophy into multigenre research papers for advanced-level ESL reading, the article argues that global and international texts across genres strengthen students’ cultural identities while fostering social justice. The framework explains how Freire’s critical pedagogy translates into classroom practice, using the multigenre research project format to support creative interaction with texts at multiple genre levels. Reported results show strong alignment between theory and method, motivating broad reading, validating self-concepts, and encouraging independent and collaborative learning in and out of class.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Freire and Critical Pedagogy

Dialogue

VALERIE SARTOR University of New Mexico BART HILL University of New Mexico ESL Student Identity and the Multigenre Research Project This article proposes to incorporate Freirean philosophy with a technique used in academic (monolingual) English courses: the multigenre research paper. When applying this technique in the ESL classroom, it is crucial to also use global and international texts of various genres in order to support students’ cultural identities and also instill a sense of social justice. The theoretical framework is based upon Freire’s ideas, with an overview of how the theory is implemented using the multigenre research project format in an advanced-level ESL Reading class. Results indicated that this method syncs with theory and that this format motivated students to read widely, validated their sense of self, and encouraged both independent and collaborative work in and out of class. Introduction From kindergarten to college in a range of genres, from classic texts to hip hop lyrics, English language texts can be employed to instill much more than literacy in English as a Second Language (ESL) students. English texts of various genres can impart aesthetic appreciation in our ESL students, while also illuminating cultural and aesthetic norms embedded in the texts. Moreover, by comparing and contrasting the way genres are constructed structurally and stylistically—and by a critical reading of the texts—ESL students can also validate their cultural identities while becoming global citizens. This, in turn, leads ESL students toward biliteracy and biculturality while simultaneously supporting critical-thinking skills that encourage creativity and a sense of social justice. Using a variety of global and international texts that model culturally embedded genres, educators can help ESL students not only to grasp an aesthetic and efferent reading of global and international texts, but also to engage critically with texts to nourish their sense of self and to engage as global citizens (McLaughlin & DeVoogd, 2004) . In this article, we discuss the multigenre research project as a way to support and amplify ESL students’ critical engagement with global and international texts in an ESL Reading classroom. Using this technique, we demonstrate how to offer high-quality global and international texts to serve as models for the multigenre research projects (MGRP), which in turn supports ESL students’ identities and sense of social responsibil The CATESOL Journal 24.1 • 2012/2013 • 305 ity. MGRPs help ESL students to interact creatively with texts on several genre levels, thus contributing significantly to learning English registers, particularly the academic register. We begin this paper by first discussing some aspects of Freirean critical pedagogy, which underpins our philosophical framework as teachers. Next, we define and discuss global and international texts and the multigenre research project. Then we describe how to connect international texts with the project to support ESL student identities. Finally, we discuss the process of designing and completing a multigenre research project (MGRP) in our ESL Reading classroom. Freire and Critical Pedagogy Dialogue As ESL educators, we strive to create learning environments that support positive identity development to manifest among our culturally and linguistically diverse students. Such learning environments must not be oppressive. They should allow ESL students to pursue solutions to problems that matter in their daily lives, to problematize and question the status quo, to feel empowered to play a role in social responsibility and positive global action, and feel empowered. ESL students must critically read both the written word and the world in which they live if they are to positively affect their world as global citizens. Teachers want classroom environments that permit students to engage in what Freire (1973) termed authentic dialogue and lib

FAQs

How does the multigenre research paper technique support ESL student identity?

By pairing Freirean ideas with a multigenre research format, the approach helps students engage critically with culturally embedded global and international texts, validating their sense of self and identity.

Why are global and international texts emphasized in the ESL classroom?

Using culturally embedded genres helps students go beyond basic English literacy, compare genre construction and style critically, and develop perspectives aligned with social justice and global citizenship.

What does Freire’s concept of authentic dialogue require in ESL teaching?

Authentic dialogue involves active engagement mediated by the world, not passive acceptance—students analyze messages, collaborate, and question dominant structures to enable liberation.

Oct 15, 2026

Uploaded by SANS