PEDAGOGICAL ROLES OF MULTIMODAL APPROACHES TO THE TEACHING OF ENGLISH AS SECOND LANGUAGE (A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN ORO, REPOSING LOCAL GOVERNMENT AREA OF KWARA STATE)

ABSTRACT The teaching of English as a Second Language (ESL) in Nigerian secondary schools presents unique challenges, including limited linguistic exposure, diverse cultural contexts, and varying levels of language proficiency among learners. Multimodal approaches to language instruction, which integrate visual, auditory, textual, and kinesthetic elements, have emerged as a transformative strategy for addressing these challenges. This study examined the pedagogical roles of multimodal approaches in teaching English as a second language in selected secondary schools in Oro, Irepodun local government area of Kwara state. The study made use of a self-structured questionnaire as the research instrument and was guided by five (5) research questions with a sample size of fifty (50) students in two (2) selected schools. From the findings of the study, it can be concluded that the integration of multimodal tools, such as interactive videos, digital presentations, drama, role-playing, and visual aids, enhances the teaching and learning process by catering to multiple learning styles and fostering a dynamic classroom environment. The study highlighted the need for targeted interventions, such as professional development programs for teachers, the provision of technology resources, and policy reforms that prioritize multimodal learning. In conclusion, the adoption of multimodal approaches offers a promising pathway for enhancing ESL instruction in Nigerian secondary schools