Мультимодальність у викладанні англійської мови

Анотація

This article closely studies the implementation of the
multimodality concept in English Language Teaching (ELT).
The author defines what is meant by multimodality and
multimodal literacy, discusses the concepts of viewing and
representing and how these can be incorporated into the
classroom practice. It is emphasized that in recent decades,
literacy has shifted from being understood solely by reading
and writing printed text to a more expansive concept that
includes various semiotic resources: visual, auditory,
gestural, spatial, and linguistic. The article examines the
pedagogical importance
of developing students’
representing skills, outlines classroom-based integration
strategies, explores how representing can be extended
beyond the classroom, and offers practical examples for
English language educators. Grounded in current
multimodal theory and practice, the article emphasizes
representing as both a creative and cognitive process
fundamental to contemporary literacy. The article also
explores the implications of multimodal literacy for three key
educational pillars in English Language Teaching: course
materials, curriculum design, and teacher professional
development. Drawing on theoretical frameworks and
empirical research, it argues that embracing multimodal
approaches enhances learner engagement, addresses
diverse literacies, and requires systemic change in how
language education is conceptualized and delivered.