Multimodality and EFL Teaching

Abstract

This article proposes an integration of multimodality in language teaching.
It starts with a brief discussion on multimodality and the social semiotic
approach to analysis of multimodal texts. The article subsequently explores
the connection of multimodality, and language teaching, and reviews recent
studies on integration of multimodality in language teaching. Accordingly,
it foregrounds benefits of addressing multimodality in educational contexts
and practical suggestions for teaching multimodality. Based on the reviewed
theoretical frameworks, a detailed proposal is outlined for adapting a unit
from a language-dominated textbook to integrate multimodality in an EFL
writing class.