In keeping up with the current push for multiliteracies in ELT, the secondary school EL curriculum of Singapore has placed an emphasis on multiliteracies. Students are encouraged to engage with ‘rich language’ through a range of semiotic resources, including the use of multimodal texts. Drawing on the framework of multiliteracies pedagogy that integrates the four components of situated practice, overt instruction, critical framing and transformed practice (New London Group, 1996), this article examines multimodal meaning-making in the enacted EL curriculum in Singapore’s multilingual classrooms. By looking at how visual literacy is taught and how multimodal texts are used in curriculum implementation and pedagogy, I hope to demonstrate that the framework of multiliteracies pedagogy adopted or adapted, has provided a rich environment for students to create engaging and interactive learning opportunities for themselves. I also hope to showcase how visualization training to develop the mind’s eye through carefully designed language learning tasks can enhance students’ visual literacy in an increasingly multi-modal, multi-dimensional world where they are surrounded by an array of semiotic resources across language and culture.

1. INTRODUCTION
2. PEDAGOGY OF MULTILITERACIES
3. SINGAPORE SECONDARY SCHOOL EL CURRICULUM WITH A STRAND OF MULTILITERACIES
4. THE STUDY
    4.1. Visual Literacy for the Secondary School EL Classroom in Singapore
    4.2. Sample Lesson 1 by Singapore Teacher A: Reading and Viewing Visual Texts
    4.3. Sample Lesson 2 by Singapore Teacher B: Reading and Viewing Photographs
5. INSIGHTS AND IMPLICATIONS
6. CONCLUSION
REFERENCES

• Alvin Pang(Assessment & Consultancy Division, SEAMEO Regional Language Centre)