The multiliteracies theory is an educational approach that was created by the New London Group towards the end of the 19 th century. The primary purpose of implementing this approach is to make the teaching in the classroom extra comprehensive in terms of linguistic, technological, communicative, and cultural diversity. The approach promotes all these in order to make certain that the students are well prepared in order for them to lead a prosperous life in the universe. The team of researchers, visionaries, and teachers who developed the multiliteracies theory based their invention on the effects of new technological advancements on the society (Boyd & Brock, 2014). The establishment of the approach was to examine and deal with the changes, most especially the technological changes influencing education and globalization. The multiliteracies approach in education advocates and acknowledge the diverse cultures, languages, technical and communicative devices made use of; to enhance and upgrade how students are prepared for the world that is ever-changing and globalized ( Knobel & Lankshear, 2014) . To help students utilize the various opportunities available in the best possible ways, and equip them to give back to the community while securing their future; learning institutions need to implement the rapidly evolving technologies in the classroom for purposes of learning, giving instructions, communicating and facilitating easy access to diverse languages and cultures (Miller, 2007).
New literacies and multimodality are related to multiliteracies; this is because of all three theories advocates for the use of diverse approaches in the classroom. Making use of diverse communication channels and technologies facilitates the use of various modes by individuals when they are learning or communicating with one another. This approach id different from the educational approach in the traditional classrooms, which mainly implemented monomodal devices in communication and learning. The monomodal tools are not inclusive of other perceptions, which results in a lack of lingual and cultural diversity (Miller, 2007).
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Redesigning of the approaches used in teaching and communicating improves the process of achieving the set values and goals by students. The new approach supports the students significantly in their educational struggles as they are developing, learning, and enhancing their skills. The multiliteracies theory has been reevaluated by Cope and Kalantzis to include the transformative pedagogy, which has been redesigned, but the initial ideas are still retained ( Knobel & Lankshear, 2014) . Their transformative application focuses on developing and stimulating the English background knowledge a learner possesses through the implementation of the Instructional Observation Protocol (SIOP) in a protected environment. The significance of making use of tools such as video clips, audio files, realia, and images to ensure that the content is comprehensible to English students. The ISOP approach assists students in attaining English proficiency, for instance, an image or an object can be introduced in the classroom, and the students asked to discuss it ( Knobel & Lankshear, 2014) . By giving information on what they already know and enquiring about what they don't know, the background knowledge of the language in the students is activated (Boyd & Brock, 2014).
The implementation of multiliteracies or multimodal approaches in education gives equal opportunities for the student from diverse backgrounds, cultures, and ethnicities to be engaged as the approach provides various styles of interpreting and examining information. Education is made accessible in multidimensional modes inclusive of other languages other than English; through the integration and inclusion of language, images, graphics, and designs, students can connect with their perspectives and social-cultural encounters ( Knobel & Lankshear, 2014) . Providing exposure to various modalities enhances the probability of students understanding the new concepts and material as plentiful of information is provided (Boyd & Brock, 2014).
References
Boyd, F. B., & Brock, C. H. (Eds.). (2014). Social diversity within multiliteracies: Complexity in teaching and learning . Routledge.
Knobel, M., & Lankshear, C. (2014). Studying new literacies. Journal of adolescent & adult literacy , 58 (2), 97-101.
Miller, S. M. (2007). English teacher learning for new times: Digital video composing as multimodal literacy practice. English Education , 40 (1), 61-83.
