Exploring Multiliteracy Practices among Grade 7 Special Science Students: A Phenomenological Study on the Integration of Scientific and Linguistic Literacies

Students’ scientific and linguistic literacies are crucial in all stages of research writing like data collection and presentation. These literacies are components of the broader concept of multiliteracy. In this regard, this paper explored the practice of multiliteracy in terms of scientific and linguistic literacies among the 22 Grade 7 Special Science Class students of General Luna National High School through data collection and presentation activities in research. This qualitative study utilized a phenomenological research design and gathered data through observation, interview, and open-ended questionnaires. Results revealed that although multiliteracy based on scientific and linguistic literacies was observed among the Grade 7 Special Science Class students, these literacies were still developing. Notably, scientific literacy based on science process skills and scientific attitudes, as well as linguistic literacy based on syntax and semantics, were only moderately exhibited. It is therefore concluded that the students possessed a foundational level of multiliteracy but lacked the comprehensive skills necessary for the effective integration of scientific and linguistic literacies in research activities. It is also suggested that the school should strictly re-implement the practice of Know, What, and Learn (KWL) chart and Interactive Reading Aloud (IRA) to develop students’ linguistic literacy. Similarly, the structured primary literature project and guided inquiry approach should be utilized to improve students’ scientific literacy.