Abstract
The focus of this research is to examine the literacy practices of EFL teaching and learning in an education course from a multiliteracies and multimodality perspective. A case study consisting 24 pre-service teachers and 8 in-service school teachers who were enrolled in a Masters of Education programme at a private college in India were selected for the research. The researchers of this study describe how they designed and executed the aforementioned teaching concerns in India using two multimodal techniques for pre-service and in-service teacher education programs. Results of the study reveal that introducing multimodal techniques into teacher education, particularly among EFL teachers, is a challenging experience. It is as a result of these considerations that the approach takes into account difficulties such as teacher reluctance to adopt multimodal practises, as well as challenges related to instructional and philosophical issues. The researchers offer suggestions for developing techniques as well as a roadmap for future EFL teacher education and training.