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The purpose of this study is to examine five Secondary English Language teachers’ perceptions and practices of multiliteracies teaching in the context of a decade after multiliteracies was introduced into the English Language syllabus in Singapore.

Adopting a case study approach, the authors observed 12 multiliteracies lessons taught by the five teacher participants across three secondary schools. The classroom data included field notes and video-recordings of the lessons. The authors also conducted pre-lesson and post-lesson interviews with the teachers to understand their beliefs and the rationale behind their classroom practices. The video-recordings of the lessons and audio-recordings of the interviews were transcribed verbatim and analysed using thematic coding.

The authors identify an essentialising of multiliteracies to the skills of viewing and representing with multimodal texts, as well as a sense of uncertainty amongst the teachers towards the teaching of multiliteracies. In terms of practices, the authors observed an attempt to connect with the students’ life-worlds through the use of authentic materials, but often only in service of language learning. The authors also highlight the constraining influence of assessment on shaping multiliteracies learning. The findings of this study resonate with the conclusions that some of the earlier studies reported on teachers’ perceptions and practices of multiliteracies teaching. This resonation suggests perennial issues and challenges which remain unresolved.

This study is limited by the number of participants as well as the selected lessons the authors observed. The schools, while selected because they were considered as mid-range public schools in Singapore, were also not representative of all Singapore schools. As such, the authors acknowledge that the generalisability of the findings from this study is limited.

The issues raised in this study resonate with the findings from previous studies both from Singapore and around the world. The persistence of these concerns over time and space that remain unresolved demands attention and concerted action from policymakers, curriculum developers and education researchers, to address the challenges in multiliteracies teaching and learning.

This study was conducted a decade after the launch of the English Language Syllabus 2010, which first incorporated multiliteracies into the curriculum. This study examines the teachers’ perceptions and practices in relation to the policy intent. The implications from this study are relevant to educators interested in integrating multiliteracies in the literacy curriculum internationally.