Abstract. This article explores multiliteracy pedagogy as an inclusive pedagogical practice for adults. The main objective of this narrative review is to synthesize the benefits of the multiliteracy approach and identify best linguistic practices for adult learners. The PRISMA protocol was followed to evaluate research published between 2011 and 2021. Studies involving adults aged 16 and over were selected using the SPIDER search tool. Finally, the MMAT mixed methods assessment tool was used for the critical appraisal of the studies. The analysis reveals a variety of conceptual themes related to multiliteracy for adults: multimodal classroom practices, teacher professional development, family-based literacy practices, literacy and identity, affective factors, and translingualism as a pedagogical practice in adult education. Our results offer an updated conceptualization of multiliteracy pedagogy for adult learners, and we conclude that this approach is still underdeveloped. A framework that includes all types of literacy and connects multimodality with multilingualism, acculturation, and social resilience is still needed to better understand the language acquisition process of adult learners.
How to cite. García-Barroso, L., & Fonseca-Mora, M. C. (2023). Multiliteracies for adult language learners: a narrative review. Porta Linguarum. Interuniversity Journal of Didactics of Foreign Languages, (40), 199–213. https://hdl.handle.net/10481/83559
