A multimodalidade nas aulas de língua inglesa: revisão bibliográfica de 2018 a 2023

Abstract

This research analyzes six studies published between 2018 and 2023 that address the integration of multimodal practices in English language teaching. Through a documental analysis, we investigate the contributions, challenges, and impacts of these practices in the contemporary educational context, with an emphasis on teacher training, technological infrastructure, and pedagogical strategies that promote critical literacy, inclusion, and student engagement. This study is grounded in the theoretical framework of Magalhães (2012), Rojo (2012-2015), Costa (2021), Ribeiro (2022), and Peirce (1998), which provide significant contributions to teaching practices linked to the study of multimodality and semiotics. The results show that, despite challenges such as insufficient teacher training and unequal access to technology, multimodal practices offer significant benefits. These include the development of communicative and intercultural skills as well as the expansion of students' linguistic repertoire. We conclude that adopting multimodal approaches in English teaching is essential to meet the demands of a connected society, requiring investments in teacher training, infrastructure, and cultural shifts in the pedagogical field. Therefore, this study aims to contribute with reflections that enhance English teaching, making it more meaningful and aligned with students’ realities.