This article demonstrates the results of a relevant primary research study about multiliteracies. Specifically, the purpose of the research was to investigate teachers’ opinions regarding the role and position of multiliteracies in language teaching context in Greece secondary education. Semi-structured interviews were utilized for data collection, followed by thematic qualitative analysis of the transcribed research material, which was obtained from these interviews. The analysis of the results indicates that the participants have a comprehensive grasp of multiliteracies in both theory and practice. They can accurately articulate the characteristics of multiliteracies, as well as their position and role in both society and education. It appears that teachers intentionally and deliberately opt to incorporate them into language teaching, citing students’ positive reaction and the consequential learning advantages. However, they express a lack of confidence and emphasize the necessity of additional training.
MOUTSIOUNA et al. (Wed,) studied this question.