The Concept of Multiliteracies and its Relevance for Inclusive Education

The exploration of inclusion and multiliteracies reveals a significant common ground between these concepts as understood by the New London Group. The paper argues that multiliteracies can enhance inclusive education in the classroom, emphasizing their theoretical framework and practices. Rather than applying theory directly, it focuses on comparing and integrating both approaches to demonstrate how they can support one another. This analysis contributes to the understanding of effective pedagogical strategies in English education.