MULTIMODALITY IN ENGLISH LANGUAGE TEACHING

This article closely studies the implementation of themultimodality concept in English Language Teaching (ELT).The author defines what is meant by multimodality andmultimodal literacy, discusses the concepts of viewing andrepresenting and how these can be incorporated into theclassroom practice. It is emphasized that in recent decades,literacy has shifted from being understood solely by readingand writing printed text to a more expansive concept thatincludes various semiotic resources: visual, auditory,gestural, spatial, and linguistic. The article examines thepedagogical importance of developing students’representing skills, outlines classroom-based integrationstrategies, explores how representing can be extendedbeyond the classroom, and offers practical examples forEnglish language educators. Grounded in currentmultimodal theory and practice, the article emphasizesrepresenting as both a creative and cognitive processfundamental to contemporary literacy. The article alsoexplores the implications of multimodal literacy for three keyeducational pillars in English Language Teaching: coursematerials, curriculum design, and teacher professionaldevelopment. Drawing on theoretical frameworks andempirical research, it argues that embracing multimodalapproaches enhances learner engagement, addressesdiverse literacies, and requires systemic change in howlanguage education is conceptualized and delivered.