Visual literacy through multimodal learning: Implications for English First Additional Language teaching in the South African TVET sector

Abstract

This study responds to the growing demand for 21st-century skills in technical and vocational education and training (TVET), where traditional literacy is insufficient for engaging with multimodal communication environments. It foregrounds the importance of visual literacy (VL) as essential competence for students entering dynamic and complex workplaces. Despite this need, traditional textbook-based pedagogies remain prevalent in TVET colleges, limiting students’ opportunities to develop critical VL analysis skills. The study explores how multimodal VL instruction can provide opportunities for learning among National Certificate (Vocational) NC(V) students in English First Additional Language (EFAL) classrooms. A qualitative and design-based research (DBR) approach was employed to mine data through focus groups, interviews, lesson observations and document analysis. Purposive sampling assisted in identifying 63 participants comprising NC(V) Level 2 EFAL students and their lecturers. The data from all the instruments were thematically analysed. Findings indicate both challenges and opportunities in developing VL in the EFAL curriculum at South African TVET colleges. The study concludes that students’ difficulties in interpreting body language, facial expressions, cartoon frames, speech bubbles and typographic cues reveal that VL cannot be assumed as an innate skill but is socially and pedagogically mediated.