Multimodal Literacy in the Singaporean English Language Syllabus: Implications for Korea’s 2022 Revised English Curriculum

The 2022 revision of Korea’s English curriculum introduces the multimodal skills of “viewing” and “presenting.” While this change aligns with global trends in language education, it poses challenges in Korea due to insufficient theoretical grounding and limited support for teachers. To address these gaps, this study examines Singapore’s English Language Syllabus, which has integrated multimodal literacy for over two decades. Through analysis of curriculum documents and classroom-based research, the study highlights Singapore’s wellestablished frameworks that offer structured learning outcomes, theoretical foundations, and instructional principles aligned with multimodal literacy. Findings suggest that Korea’s curriculum would benefit from a robust theoretical foundation integrating multimodal skills into its communicative competence model, enhancing coherence and relevance. The study also emphasizes the need for explicit achievement standards and comprehensive teacher training to support effective multimodal instruction. Persistent assessment challenges in both Korea and Singapore indicate the need for adaptable rubrics that accommodate multimodal literacy. This study underscores the importance of theoretical and practical alignment to fully embed multimodal literacy in Korea’s English education, fostering a more inclusive and dynamic learning environment.