This edited volume provides research-based knowledge on the use, production and assessment of multimodal texts in the teaching and learning of English as an Additional Language (EAL). This collection will be of interest to scholars in multimodality, language education, and teacher education.

List of Figures and TablesAuthor biographiesPreface and AcknowledgementsPart I: Multimodality in the teaching and learning of English as an additional language: overarching perspectivesChapter 1: Introduction. Multimodality in English language learning: the case of EAL Chapter 2: A design-theoretic and multimodal approach to language teaching and learningChapter 3: Multimodal literacy in English as an additional languageChapter 4: Games, literacy, literature: rules of grammar, rules of playChapter 5: Integrating multimodal and digital literacies in foreign language policy design: two examples from the Greek contextPart II: Making sense of multimodal texts in the English classroom: literary and cultural understandings of textsChapter 6: Constructions of English in a teacher training video: configuring global and local resources for the creation of an EAL community in AngolaChapter 7: Introducing critical literacy and multimodal perspectives into film pedagogies for the EAL classroomChapter 8: Graphic novels in the EAL classroom: a pedagogical approach based on multimodal and intercultural understandingsPart III: Multimodal texts for English teaching and learning: language pedagogies and didacticsChapter 9: Developing a Metafunctional Framework for Understanding the Design of Educational Apps Chapter 10: The multimodal incorporation of tablet-based materials in the teaching of EAL: Comparison of pedagogic discourse in two primary classrooms in Thailand Chapter 11: Theoretical perspectives on choice in multimodal text production and consequences for EAL task designPart IV: Learners’ production of multimodal textsChapter 12: The mediatory role of whiteboards in the making of multimodal texts: implications of the transduction of speech to writing for the English classroom in tertiary settingsChapter 13: ‘Reading’ literature through drawing: a multimodal pedagogic model for the EAL university classroomChapter 14: Multimodal text making through digital storytelling: EAL student teachers' reflectionsPart V: Assessment of learners’ multimodal textsChapter 15: Designing for assessment as recognition of multimodal work in the EAL classroomChapter 16: The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL): learning as meaning making and assessment as recognition in English as an Additional Language contextsChapter 17: Assessing multimodal listening comprehension through online informative videos: the operationalisation of a new listening framework for ESP in higher educationChapter 18: Developing an assessment framework for multimodal text production in the EAL classroom: The case of persuasive postersIndex