(Multi)literacies and language teaching in primary school: Teachers’ attitudes and practices
Published:
Mar 1, 2026
Keywords:
Multiliteracies language teaching linguistic and cultural diversity primary school education teachers' attitudes and practices
Abstract
Technology evolution, globalization, and people's transnational movement contributed to the literacy redefinition putting under scrutiny traditional literacy practices that rely solely on language. Simultaneously, research highlighted the importance of integrating multiliteracies into pedagogical practices. In this context, the study aimed to qualitatively approach 10 primary school teachers’ attitudes, practices, and challenges regarding the use of multiliteracies in language teaching in the Achaia region. The research data were collected through classroom observations and semi-structured interviews and analyzed through thematic content analysis. According to the research findings, although teachers seemed to use some multimodal practices and did their best to enhance their students’ literacy skills, they were not actually familiar with the rationale and content of the pedagogy of multiliteracies. The findings highlighted the importance of appropriate teacher development programs oriented to teaching practice with the aim to render educators more knowledgeable and confident in implementing inclusive methods, such as multiliteracies, to meet their students’ diverse needs.
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Lampropoulou, G., Manoli, P., & Ifanti, A. (2026). (Multi)literacies and language teaching in primary school: Teachers’ attitudes and practices. Preschool and Primary Education, 14(1), 71–88. https://doi.org/10.12681/ppej.40291
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