Multiliteracies in English Instruction in Senior High School Classrooms: Basis for a Proposed Teaching Model

Multiliteracy offers a wide range of opportunities to learn and develop skills necessary to produce globally competitive learners that are applicable in their linguistic, cultural, communicative, and technological aspects. This study aimed to determine the extent of the teachers’ skill to switch multiliteracies in terms of— listening, speaking and viewing, reading, reviewing and responding, and writing and representing. The respondents of this study were seven English teachers teaching in senior high school and were observed at their most convenient time. One sample t-test was used to determine the extent of the teachers’ skill to switch multiliteracies. A paired t-test was used to determine the significant difference of the teachers’ skills in switching as prescribed and as observed. The result showed that teachers are highly skilled in switching multiliteracies. It is concluded that teachers’ skill to switch multiliteracies was not different from what is prescribed and observed. The result revealed that teachers’ multiliteracies skills in terms of the macro skills in K12 English Curriculum (listening, speaking and viewing; reading, reviewing and responding; writing and representing) are not significantly different from what is prescribed and observed. A Teaching Model was proposed to provide opportunities to teachers to master and improve the necessary multiliteracies skills needed to address 21st Century Learning.