Multiliteracies in Teaching Grammar and Vocabulary

Listen to this podcast episode exploring how Multiliteracies can be used to teach grammar and vocabulary in English Language classrooms.

Last updated 9 September 2026

ELiS Podcast cover featuring Bernice Xu and Cedric Leong, titled Teaching, Learning and Assessment.

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In this episode, we feature Bernice Xu, who teaches English Language and Literature. Together with Cedric Leong, Principal Master Teacher, Bernice offers perspectives on why Multiliteracies is important for student learning and how Multiliteracies to teach grammar and vocabulary can be enacted in English Language classrooms.

Further reading by multiliteracies topic

Topic	Further Reading
Multiliteracies in EL Teaching and Learning	Bull, G., & Anstey, M. (2019). Elaborating multiliteracies through multimodal texts: Changing classroom practices and develop teacher pedagogies. Routledge.
Teaching Grammar as a Resource for Effective Communication Raising Semiotic Awareness through Noticing	Richards, J. C., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25. Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In W.M. Chan, S. Chi, K.N. Cin, J. Istanto, M. Nagami, J.W. Sew, T. Suthiwan, & I. Walker, Proceedings of CLaSIC 2010, Singapore, December 2-4 (pp. 721-737). National University of Singapore, Centre for Language Studies.
Multiliteracies in Teaching and Learning about Vocabulary	Gardner, D. (2013). Exploring vocabulary: Language in action. Routledge. Scott, J. A., & Nagy, W. E. (2004). Developing word consciousness. In J.F. Baumann and E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 201-217). Guildford Press. Spinelli, B. (2015). Empowering students in the Italian classroom to learn vocabulary through a multiliteracies framework. In Y. Kumagai, A. Lopez-Sanchez, and S. Wu (Eds.), Multiliteracies in world language education (pp. 182-208). Routledge.

Topic

Further Reading

Multiliteracies in EL Teaching and Learning

Bull, G., & Anstey, M. (2019). Elaborating multiliteracies through multimodal texts: Changing classroom practices and develop teacher pedagogies. Routledge.

Teaching Grammar as a Resource for Effective Communication

Raising Semiotic Awareness through Noticing

Richards, J. C., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25.

Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In W.M. Chan, S. Chi, K.N. Cin, J. Istanto, M. Nagami, J.W. Sew, T. Suthiwan, & I. Walker, Proceedings of CLaSIC 2010, Singapore, December 2-4 (pp. 721-737). National University of Singapore, Centre for Language Studies.

Multiliteracies in Teaching and Learning about Vocabulary

Gardner, D. (2013). Exploring vocabulary: Language in action. Routledge.

Scott, J. A., & Nagy, W. E. (2004). Developing word consciousness. In J.F. Baumann and E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 201-217). Guildford Press.

Spinelli, B. (2015). Empowering students in the Italian classroom to learn vocabulary through a multiliteracies framework. In Y. Kumagai, A. Lopez-Sanchez, and S. Wu (Eds.), Multiliteracies in world language education (pp. 182-208). Routledge.

Episode published 26 Jan 2023.