Implications are discussed, including the pressing need for teacher collaboration, robust school-university partnerships, and innovative multimodal approaches to literacy. In addition, the second grade students developed a heightened awareness of audience and context.

Findings show that this approach positioned bilingual learners as agentive text makers.

Using critical, sociocultural conceptions of literacy and qualitative methods of investigation, the paper investigates different aspects of the teachers' writing instruction (i.e., community involvement genre-based instruction digital literacy and multimodality) it also explores how the writing processes of focal bilingual students incorporated these practices. This paper describes the community and multimodal instructional practices of two urban elementary school teachers/ researchers, developed in the context of a professional development initiative. In recent decades, high-stakes school reforms and draconian budget cuts have constrained the autonomy of public school teachers in developing multi literacy approaches with emergent bilingual learners (e.g., English-only laws, high stakes testing). It can be concluded that English language teaching in EFL context did not address the whole categories of multiliteracies pedagogy frameworks so that students cannot acquire multiliteracies competence. Transformed practice could not be reached in teaching and learning process because it did not provide process that allows students to revise and apply what they have learned critically to be more meaningful practice. Those are situated practice, overt instruction, and critical framing.

Result showed that teaching and learning process mostly reached three kinds of four frameworks in pedagogy of multiliteracies. To know how multiliteracies was addressed in teaching English as Foreign Language (EFL) contexts in Indonesia, this case study examined teaching and learning process in an EFL Classroom by applying pedagogy of multiliteracies framework. Therefore, teaching and learning process should take into account about multiliteracies, those are considering difference of culture of global community that uses English and multiplicity of communication that rapidly increases requires people who are able to use media and common language used in communication. Teaching English as a foreign language is aimed to give knowledge for students in facing globalisation era in which English used as international language.

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