EAL teachers' (un)preparedness to implement classroom practice for multiliteracies pedagogy

As a result of the pervasive presence of information and communication technologies (ICTs) in all facets of life, current Australian education policies and curricular frameworks have given increasing priority to development of student multiliteracies, and thus to integration in pedagogies of various modes of teaching and learning. The present study is an exploration of English as an Additional Language (EAL) teachers’ views of, and experiences with, the integration of multiliteracies pedagogies in their teacher preparation courses. Data from semi-structured interviews were gathered from five EAL teachers from three different language schools in Melbourne, Australia, to interrogate teachers’ preparedness and readiness to implement multimodal and multiliteracies teaching approaches in multilingual contexts. Analysis of the data revealed both perceived successes and shortcomings of EAL teacher education in preparation of teachers for inclusive EAL classroom practice that pursues the objectives of multimodal and multiliteracies pedagogies to meet the needs of 21st-century learners. Additionally, it shows specific challenges teachers face in the delivery of culturally-responsive pedagogies to respond to the complex ways in which EAL learners deal with texts in different modes.