Multimodal innovations in English teaching informed by second-language acquisition theories: a case study of the musical Hamilton

The musical Hamilton, which blends language, music, and cultural expression, offers a fresh pathway for second-language acquisition (SLA) in secondary-school English classrooms. Grounded in Krashens Input Hypothesis and Affective Filter Hypothesis, this article examines how the show enhances input quality, stimulates learner motivation, and fosters cultural inquiry. Findings indicate that musicals can effectively optimize a multimodal learning environment and promote students language comprehension and production. The paper recommends the judicious integration of such resources to diversify classroom practice and improve learning outcomes.