Multiletramento no ensino de língua inglesa na era digital

Abstract

This study addresses the topic of multiliteracy in English language teaching in the digital age, highlighting how Information and Communication Technologies (ICTs) can transform pedagogical practices. The objective was to investigate how the concept of multiliteracy can be integrated into English teaching to meet the demands of a digital and globalized society. Based on authors such as Cope and Kalantzis (2000), Lemes (2024), Oliveira (2020) and Araújo (2019), the research uses a qualitative and bibliographical approach, analyzing relevant articles, books and educational guidelines. The hypothesis that the incorporation of multimodal and digital practices contributes to a more inclusive and engaging education was confirmed, showing that the use of digital tools favors critical engagement, creativity and inclusion in English teaching.