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.

Key words: multimodality; ELT; student; multimodal literacy; viewing; representing; assessment.