INTEGRATING ENGLISH LANGUAGE TEACHING WITH MULTILITERACIES APPROACH

Abstract

The integration of English Language Teaching (ELT) with the multiliteracies approach marks a transformative shift in how language is taught and acquired in increasingly globalized and digital societies. This paper explores how multiliteracies—encompassing linguistic, visual, digital, cultural, and critical literacies—enrich traditional ELT methodologies by addressing the diverse, multimodal communication demands of the 21st century. Emphasizing the pedagogy of multiliteracies developed by the New London Group, the study highlights the importance of four key components: situated practice, overt instruction, critical framing, and transformed practice. The integration fosters inclusive, learner-centered environments that cultivate critical thinking, intercultural awareness, and digital competence. Through classroom-based evidence and theoretical insights, the paper illustrates how adopting a multiliteracies framework in ELT not only enhances language proficiency but also prepares learners to navigate and contribute meaningfully to complex socio-cultural contexts.