Multimodality and teaching from the perspective of English language teachers in public schools

With the changes that have happened in the various social spheres in communication, texts have been characterized more and more as multimodal. Taken this for granted, to the school is given the responsibility to develop necessary literacies in students to act in many different contexts of communication and human interaction. This study is associated to social semiotic and it is characterized as a descriptive and interpretive research. It aims to investigate conceptions of English language teachers on the use of multimodal texts in the classroom. We realized that the images are still seen as resources to increase the attractiveness of classes and to facilitate understanding about the verbal text, with translational function, without taking into account the critical or the visual literacy approach.