From Everyday Literacies to Professional Practices: A Study of Indonesian Preservice English Teachers’ Multimodal Literacy Capabilities and Perspectives on Teaching

This study explored how Indonesian preservice English teachers engage with multimodal texts in everyday life and university contexts, and how these practices shape their perspectives on teaching multimodal literacy. Six participants contributed through diaries, interviews, and activity-based focus groups. The findings revealed participants developed a ‘multimodal professional repertoire’, an interconnected set of practices, multimodal capabilities, and dispositions for teaching with multimodal texts. When planning lessons, they drew upon familiar language teaching approaches that prioritised linguistic objectives. The study proposes integrating this repertoire with ‘teacher as designer’ principles to bridge multimodal capabilities with pedagogical practices for English language teaching.