MULTILITERACY AND ENGLISH LANGUAGE TEACHING: NEW LANGUAGES IN THE SCHOOL CURRICULUM

Abstract

This article discusses multilingualism and its implications for English language teaching in the contemporary school context. Considering the growing presence of digital and multimodal languages in students' lives, it proposes a reflection on the need to rethink the curriculum, incorporating new practices that value cultural and technological diversity. The study is based on recent authors who highlight the challenges and possibilities of this approach, analyzing how English teaching can become more inclusive, critical and meaningful. It argues that multilingualism is fundamental for training subjects capable of acting in different communicative contexts, using language as a social practice. The conclusion is that, despite structural and pedagogical difficulties, the adoption of multilingualism represents a necessary step forward for language education in the 21st century.