Multimodal Pedagogies in Teaching English for Specific Purposes in Higher Education: Perceptions, Challenges and Strategies

Meryem Laadem, Hind Mallahi
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The rapid growth and renovation from print-based to multimodal information has still not received sufficient attention from the field of English for Specific Purposes (ESP). In fact, a multimodal pedagogy is a new evolving educational concept and practice. It is regarded as a source of creativity and modernity for both teachers and students. It actually refers to the paradigm revolutions in teaching based on what could be useful, effective and relevant to students’ needs and interests and its development will ground the principles of student-centered approach. In essence, multimodal pedagogies work across the linguistic and visual modes to fulfill the purposes of the text and the context in order to appropriately organize, develop information and ideas, and convey meaning. The present paper advocates the need to reconsider ESP through multimodal practice to ensure new opportunities of interactive learner engagement. This means that language learners should learn how to exploit semiotic modes beyond the verbal message in order to effectively enhance their awareness and facilitate comprehension. In short, this paper will briefly define modes, the issues of how multimodal environments can affect ESP and how multimodal modes can have an impact on students’ motivation and teacher-student interaction.


Multimodal Pedagogies, Mode, ESP, Student centered approach

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International Journal on Studies in Education (IJonSE) - ISSN: 2690-7909


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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.