The Future of Education

This study explores the most common language teaching practices adopted by primary education teachers working in Reception Classes (Educational Priority Zones – ZEP) in Attica, Greece, focusing on the criteria used for selecting images and the extent to which visual and multimodal literacy are systematically integrated into Greek as a second/foreign language instruction. Drawing on theoretical perspectives on literacy as social practice (Cope, B. & M. Kalantzis, 1993,2000; Barton, 1994), multimodality and multiliteracies (Chatzisavvidis, 2013; Chontolidou, 1999), and bilingual/intercultural education (Skourtou, 2002; Tsokalidou, 2015), the study employed a quantitative research design using a structured questionnaire administered to 162 primary school teachers. Findings indicate that images and multimodal texts are widely used to facilitate vocabulary development, reading comprehension and student engagement, confirming research on the pedagogical value of visual materials (Al-Mansour & Al-Shorman, 2011; Goria, 2019; Aravossitas, T., & Oikonomakou, M. 2020).). Teachers primarily select images based on linguistic appropriateness, clarity, cultural relevance and alignment with textbook content. However, despite their positive stance toward visual and multimodal literacy, integration remains largely experience-based rather than grounded in systematic theoretical frameworks. Limited formal training and structural constraints reduce opportunities for deeper multimodal analysis and critical literacy development. The findings suggest that while visual resources are embedded in classroom practice, a more structured pedagogical approach aligned with multiliteracies theory is needed to enhance second language teaching in multicultural educational contexts.