This research report explores the relationship between two literacy curriculum reform projects,
one global and the other local, which emerged at the same time. The former is the
Multiliteracies approach, which is based on the concept of multiple literacies, the latter is the
new language and literacy curriculum in South Africa. Taking the form of constructive
comparative textual analysis, which shows how the local and global approaches to literacy
pedagogy under examination articulate with each other, the research report aims to extend
rather than criticise the work of South African curriculum designers. The research report
argues that the local literacy curriculum reform initiative lacks a coherent theoretical
framework, and therefore does not provide the foundational principles which are required for
guiding implementation of what is seen as a paradigm shift in literacy education in South
Africa, It proposes that since the Multiliteracies approach offers an overarching theory of text
and a pedagogy, neither of which is inconsistent with what is presently proposed in the
Language, Literacy and Communication curriculum, there is a case for inscribing
Multiliteracies theory and pedagogy on to the new Language, Literacy and Communication
curriculum framework in order to facilitate coherence and consistency at the level of
interpretation and implementation. It suggests that the adoption of the Multiliteracies
approach may offer a way of avoiding the collapse, at the level of implementation, of the
principles of Curriculum 2005, and of ensuring that the new Language, Literacy and
Communication curriculum in South Africa can truly be described as a paradigm shift