TOWARDS AN INTEGRATED FRAMEWORK FOR MULTIMODAL PEDAGOGY IN ENGLISH LANGUAGE TEACHING

Abstract

The study addresses the gap between multimodal theory and its systematic application in English Language Teaching (ELT) classroom practice. Drawing on social semiotics and systemic functional linguistics, the research aims to construct an integrative instructional framework that coordinates linguistic with non-linguistic modes (visual, auditory, kinesthetic). The core outcome is a tripartite framework comprising teacher-led multimodal instruction, student-centered multimodal learning, and dialogic multimodal interaction and assessment. This framework is designed to enhance learners’ comprehensive communicative competence and autonomous learning capacity. The paper concludes by outlining principled recommendations for implementing multimodal strategies, thereby aiming to increase the practicality and efficacy of mode integration in diverse EFL contexts. The study contributes to the field by offering a structured, context-sensitive model for pedagogic design, moving beyond descriptive discourse analysis towards actionable classroom application.