Fostering Creative Engagement: Integrating Multimodal Approaches to Teaching English in Multilingual Classrooms

The research investigates the adaptation process of multimodal strategies used by secondary English teachers at multilingual classrooms to develop student engagement, language proficiency, and identity development. The study explores student home language integration in English teaching through digital storytelling, collaborative tasks, and bilingual media projects using multimodal learning principles and translanguaging teaching methods. The research team investigated instructional effectiveness using qualitative case study methods in Guangdong, China, which relied on classroom observations, interviews of teachers, student work examples, and collected artifacts. The study demonstrated that students achieved significant progress in their oral skills and vocabulary development and boosted their language confidence while completing multimodal assignments where they incorporated all their linguistic skills. The study results show that institutions featuring rigid curricular instructions and restricted access to technology warrant teachers to exercise professional autonomy through development programs. The paper brings practical insights about classroom multimodal translanguaging approaches to real environments while advocating institutional improvements in inclusive English education structures.