Abstract : This chapter introduces the basic tenets of multimodal studies, including a definition of the key concepts, the most important methodologies to its study, and the contributions of a multimodal perspective to second language (L2) teaching. We discuss the idea of a non- language-centric view in multimodality and the construction of meaning through various semiotic resources. Some pedagogical applications of multimodality are also examined. The chapter is structured in three sections. First, we introduce the notion of multimodality, and the main features of the most popular multimodal approaches are revised: systemic functional linguistics, social semiotics, multimodal (inter)action analysis, and conversation analysis. The revision of their theoretical-methodological frameworks, research objectives, and the most important analytical tools permits identifying how they relate to each other. Then, we explore the contribution of multimodal research to the field of L2 teaching. We discuss current research trends in the development of learners’ multimodal literacy. Finally, we pay special attention to pedagogical aspects regarding integrating multimodal literacy in the L2 classroom. We include a proposal centred on the genre-based pedagogy and recommendations for its implementation.
