The study aimed to explore the role of multimodal literacy for meaning making in initial teacher education. The awareness and role of multimodality and multimodal literacy practices might bring about new ways of knowing where multiple semiotic modes might have an impact in teaching and learning. Multimodal literacy deals with the use of different semiotic resources such as digital and traditional modes to understand and create meaning, which is a skill that students and learners need to succeed in academic platforms. Multimodality recognizes language as not the only meaning making mode, but as one among various other modes of meaning making that include visual, auditory, gestural, and spatial modes. This research also aimed to investigate the experiences of language lecturers and pre-service teachers in the use of multimodal literacy in language education. Multimodal literacy assists with the use of multiple modes for meaning making as students struggle to make meaning in their studies. The research was looked at through the lens of Multimodality theory and New Literacy Studies, theories that recognize the use of multiple literacies for meaning making.

This qualitative research case study research was conducted in one initial teacher education (ITE) institution in the Eastern Cape Province in South Africa. Data collection methods included interviews, document reviews and observations. The research participants were randomly selected from the Faculty of Education, comprising of three language lecturers and seven pre-service teachers from first year to fourth year Bachelor of Education program. The ethical clearance was received, and the research participants were informed that their participation was voluntary and that they might withdraw from participation at any time. Each participant was offered the copy of the clearance certificate, and they signed the consent forms before the interview process.

The findings from interviews revealed that lecturers and students are aware of the semiotic value of using multiple modes of teaching and learning, but multimodality and multimodal literacy was not part of their curriculum. Another finding from reviewed documents was that the terms multimodality and multimodal literacy were not found in any of the teaching and learning documents. Alternatively, the observations revealed that digital and traditional multimodal resources which included visual, auditory, gestural, spatial, and linguistic modes were used for meaning making during classroom interactions.

The study recommended that multiple modes of meaning making might result in transformative practices of language teaching and learning. These new ways of knowing in the initial teacher education curriculum might transform the current education sector that is currently undergoing great challenges. The multiple modes used for meaning making are not meant to replace the other modes but to complement how modes can be used together for pedagogical benefits in language teaching and learning. It was further recommended that multimodal literacy should be introduced as part of language education in initial teacher education.

Keywords: Multimodality, Multimodal literacy, Semiotic resources, Initial Teacher Education.