Chapter 2: Multiliteracies for English as an Additional Language Teaching and Learning

English as an additional language (EAL) classrooms offer many opportunities for students to develop language and literacy. As the means of communication have evolved in recent decades, the definition of literacy has expanded, offering new opportunities for teaching and learning. This chapter addresses the concept of multiliteracies and how it can be used in EAL classrooms.

A range of multiliteracies practices can create innovative learning environments to ensure full and equitable social participation for all students (Ajayi, 2011; Bull & Anstey, 2007; Cope & Kalantzis, 2015; New London Group, 1996). We draw on a pedagogy of multiliteracies (e.g., Rowsell et al., 2008) to describe varied practices when teaching EAL students by using a pedagogical design composed of a complex integration of four components: (a) situated practice, (b) overt instruction, (c) critical framing, and (d) transformed practice (New London Group, 1996). These components are described below.