Teaching of Multimodality to Engineering Students in ESL Classroom Setting to Enhance Critical Literacy

In a developing country like Pakistan the second language learners at university are exposed to the text that is unimodal and not multimodal. This lack of exposure does not allow the ESL learners to critically analyze the scenario under discussion. Multimodality allows the readers to see a vast array of visual images most often experienced as multimodal ensembles. This results in the better understanding of the world outside the words. To be effective language operators, ESL learners need to develop a repertoire of strategies for making sense of this multimodal world.  The purpose of this analysis is to address these challenges by identifying a few activities for teachers to benefit their students make sense of the visual images and multimodal ensembles they meet in and out of school settings.