The present study explores the educational potential of multiliteracies-based pedagogy to enhancing pre-service teachers’ creativity-convergence competency in an EFL literature classroom. To examine the pedagogical effect, both quantitative and qualitative data were analyzed, including the pre- and post- creativity-convergence competency tests, participants’ course evaluation questionnaire, and students' reflective journals. The results from the quantitative analysis indicated that multiliteracies pedagogy employed in the EFL literature classroom enhanced participants’ creativity-convergence competency significantly (p<.05) in its all components, including creativity, problemsolving ability, convergent thinking ability, and self-efficacy. The findings in the analysis of participants’ views on the positive potentials of the multiliteracies pedagogical approach in fostering learners’ creativity-convergence competency were identified as follows: (1) use of multimodal resources in the communication process promoted their creativity-convergence competency, (2) transformative practices served as the facilitator to foster creativity-convergence competency, and (3) critical literacy practices helped them develop problem-solving ability and self-efficacy. The paper ends with some pedagogical implications and suggestions for further research.

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.