Multimodalidade no ensino da língua inglesa: música, interculturalidade e inglês como língua franca

Abstract

This paper aims to present and discuss three didactic proposals focused on English language teaching in Basic Education, based on the axes of multimodality, interculturality, and English as a lingua franca. The justification for developing these proposals stems from the need to broaden pedagogical practices beyond the traditional grammatical approach, promoting student engagement in activities that encourage critical reflection, personal expression, and cultural understanding. Methodologically, the work was structured in two main stages: initially, the theoretical foundation supporting the three axes is presented, discussing their contributions to English language teaching and learning in contemporary contexts; subsequently, the three didactic proposals developed from these theoretical frameworks are described. The activities were designed to integrate different forms of language and expression, encouraging students to relate artistic, musical, and literary productions to the construction of meaning and the development of critical thinking. The expected results include strengthening students’ communicative and intercultural competence, as well as expanding their reading and writing skills in English. It is concluded that the proposed activities offer meaningful and contextualized pathways for language teaching, in which the foreign language is understood as a social practice rather than merely a linguistic system.