Pre-Service English Teachers’ Multimodal Engagement with Multiliteracies in an Introduction to Interpreting Course
Abstract
This study investigates the engagement of pre-service English teachers with multiliteracies within the context of a 21st century language education paradigm, situated in an Introduction to Interpreting course. Drawing upon the multiliteracies framework proposed by the New London Group, the research employs a descriptive qualitative methodology to examine how learners interpret and construct meaning through various communicative modes, including linguistic, visual, auditory, spatial, and gestural resources. The study was conducted from April 12 to May 24, 2025, and involved 23 undergraduate students enrolled in the English Education Program at IKIP Siliwangi. Data sources included classroom observations, student reflective writing, and analysis of multimodal interpreting assignments. The findings indicate that participants engaged actively with digital and multimodal materials, developing heightened awareness of the role of design, media, and semiotic choice in language learning and interpreting performance. This research affirms the pedagogical relevance of multiliteracies in interpreter education by highlighting how students cultivate critical awareness, technological fluency, and adaptive communication skills. The study concludes that integrating multiliteracies into language teacher education contributes to the development of transformative pedagogical practices that align with the evolving demands of digital and intercultural communication in contemporary academic and professional contexts.
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