Foreign Language Classroom: Multilingual and Multimodal Space?

Abstract

The article is focused on the elaboration of the theory of multiliteracy developed by the New London Group in the mid-1990s, with a special emphasis on multilingualism as a challenge for the teachers of English who need to acquire a new understanding of the rapidly changing learning environment shaped by the multitude of language repertoire performed in the classroom. The modern language communication necessitates a more dynamic way of interpreting and processing the information received through the construction of a personal search trajectory. Multimodal literacy as the goal of modern education requires developing of the ability to actualize meanings through the personal modality and narratives. The new educational context should be equally important and accepted by every participant engaged in the educational process, as well as, if necessary, be supplemented by new modalities. The English teachers’ experience of integrating multiliteracies into their practice is shown through the narrative enquiry approach.