In the pedagogy of the multiliteracies there are four stages or moves that can be woven backwards and forwards across and between different pedagogical moves

An EFL teacher who scaffolds students' learning by getting them conceptualize and organize the new content (for instance semantic variations when dealing with false cognates) is making use of the so-called move

An EFL teacher that provides real problems framed in students' own community by which they learn how to solve them from their experience is employing the so-called move

The pedagogy of the multiliteracies seems to be a more balanced pedagogy due to “the constituent components of didactic and authentic pedagogy are extended, deepened” and chosen to help pupils construct and test knowledge in varied challenging scenarios.

The evolution, with some continuities and discontinuities, of the term literacy in the EFL terrain can been tracked as

A decolonial stance of literacy involves reading and writing of different modes that not necessarily have to do with alphabetic literacy.

Through our teaching practices, we, as EFL teachers, treat learners as homogenous and favor by far alphabetic literacy. Do you agree with this assertion?

This can be seen as multimodality

A multiliteracies approach certainly may enable learners to explore not only new words, but new worlds, and to view reading and writing as complementary linguistic processes. To what extent do you agree with this claim?

to what extent do you agree with the following assertion?

it is the teacher who designs purposeful learning environments that may facilitate and scaffold learners’ conscious productivity and understanding by being fully aware of the affordances and constraints that pedagogy and multilliteracies may have