This paper aims to review the concepts of literacy, multiliteracies, and multimodality in educational settings and their relevance in classroom practice. Literacy has emerged in recent years as an essential concept in the classroom teaching and learning process. With literacy views beyond the conventional print medium, it is important for teachers, educators, and learners to be given a new understanding of multiliteracies pedagogies. This paper also reflects on the development of multiliteracies paradigms. Specifically, it discusses the relevance and potentials of multimodal teaching and learning in dealing with the multiliteracies school learners bring into the classrooms including digital literacies and online literacies. This paper adopted a systematic literature review approach exploring issues and trends related to multiliteracies in the classroom context. The findings indicate that past studies often consider both the multimodality of meaning-making and meaning-recreating as well as different multiliteracies skills learners bring to the classroom. The review presented here addresses multiliteracies pedagogy in classroom teaching that benefits teachers, educators, and learners. Recommendations are made for future multiliteracies studies to strengthen the pedagogical practices in the emerging digital classroom.

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This study employs a corpus-based method in analysing the noun and noun premodification in journal articles

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The contextual knowledge of a word is closely related to the knowledge of phraseological sequences as words are often used in the phraseological forms, either continuous or discontinuous. Much has been done to examine the continuous phraseological sequences for various purposes. However, studies on phraseology often overlook the potentially useful discontinuous phraseological sequences that allow for more flexible and productive use of language forms. To bridge the gap in phraseology studies, this study therefore employed a corpus-driven approach to analyse the characteristics of a form of discontinuous phraseological sequence, namely lexical frames in a one-million-word corpus of research articles in International Business Management (IBM). The characteristics of lexical frames were observed in four aspects: the degrees of variability and predictability of lexical frames, the structures as well as the variable slot fillers of lexical frames. The corpus tool, Collocate 1.0 was used to extract three-and four-word lexical bundles while kfNgram was used to extract three-and fourword lexical frames from the lexical bundles. The results revealed that three-word lexical frames are more prevalent in IBM. The degree of variability analysis indicated that there are more fixed lexical frames in the category of three-word lexical frames compared to the four-word category. In terms of the degree of predictability, the category of four-word lexical frames contains more predictable lexical frames than the threeword category. Also, most lexical frames are function word frames and the lexical frames are mostly filled up by content words rather than function words. This study contributes to the understanding of phraseological variation in academic writing.