ABSTRACT
In today’s world, where English has truly become a lingua franca (ELF), our ways of communicating tend to be multimodal. However, studies on multimodal communicative competence from the perspective of ELF are still rarely carried out. The present chapter reports the multimodal communicative competence of both English teachers and prospective teachers in Bandung. Forty-five senior high school English teachers responded to an open-ended questionnaire on concepts and practices of multimodal communication in their professional life, while 48 undergraduates and 32 graduates in English education responded to a questionnaire on multimodal communicative competence awareness and multimodal textual analysis. The results show that secondary English teachers had an emergent tacit knowledge and understanding about multimodality, although they may have already employed it in their teaching and learning activities. While graduate students already have an understanding and readiness to deal with multimodality, their familiarity and readiness are not significantly different from those of undergraduate students. This chapter concludes with a discussion about how the present teacher education system could effectively develop multimodal communicative competence under the framework of ELF.
