Pedagogical efforts for inclusion and social justice: Integrating multimodal resources in multilingual and multicultural classrooms in Chile

This chapter presents findings from a study investigating the implementation of multimodal language learning materials in superdiverse classrooms in Chile, focusing on low-achieving language learners. Utilizing a pedagogy of multiliteracies, the qualitative research explored the perspectives of seven secondary school students in an English as a foreign language (EFL) class, as well as their teacher's views on the benefits and challenges of using multimodal resources as an avenue to create more socially just and inclusive learning environments. Through the analysis of in-depth semi-structured interviews and focus-group discussions, findings suggest that while both students and the teacher acknowledged benefits like enhanced motivation and increased participation, there was consensus on the need for more structured lessons integrating technology. The teacher emphasized the creation of socially just environments that cater to culturally and linguistically diverse students. These findings capitalize on the importance of structured technology integration in language lessons for maximizing motivation and participation, while also highlighting the role of multimodal materials in fostering inclusivity.