Multiliteracies pedagogy: teachers’ interactive and reflexive positionings in EAL classrooms

Abstract The increasingly culturally and linguistically diverse nature of the educational landscape in Australia requires teachers to implement classroom practice that responds to the changes, demands and challenges of a diverse and highly technologised world. In this study, it is suggested that implementing multiliteracies classroom practice is a relational and situated process in which English as an Additional Language (EAL) teachers draw on their perspective of EAL students and themselves. In