<![CDATA[Literacy has undergone a profound transformation in recent decades, shifting from an emphasis on reading and writing print-based texts to a recognition that multimodal meaning-making is the core of 21st-century communication. Indonesia has long faced significant challenges in promoting language and literacy, and the recent national English language curriculum underscores the need for pedagogical activities that develop students’ multimodal literacy skills and competencies. This paper reports on a study investigating the teaching and learning of multimodal texts, seeking to equip both educators and students with multiliteracies perspectives for classroom practice. The principal research question investigates how teachers incorporate multimodal literacy, as evidenced by two data-collection techniques: (1) focus-group discussions involving nine English teachers and (2) classroom observations of two selected teachers. Employing a case-study design to facilitate an in-depth contextual analysis, the research captures situated practice through the critical framing of teachers’ efforts and their transformed activities to encourage multimodal literacy in the classroom. The findings reveal that participating teachers employed elements of multimodal literacy primarily during pre-teaching activities using multimodal resources. However, they also reported limited familiarity with multimodal literacy-enhancement strategies. They expressed a strong desire for further professional development to effectively comprehend and master multimodal literacy in diverse classroom contexts.]]>
