Multimodality in Digital Collaboration: Exploring eTwinning in ITE for Enhancing Pre-Service Teachers’ Communication and Pedagogical Design

Abstract

This paper investigates how multimodality functions within eTwinning projects in Initial Teacher Education (ITE) and how these practices prepare pre-service English language teachers for digitally connected and intercultural classrooms. The objectives of the study are to clarify how multimodal meaning-making is enacted through eTwinning collaboration, to analyze the support that eTwinning ITE Ambassadors and teacher educators provide, and to propose strategies for embedding multimodal project work into higher education curricula. This paper follows a conceptual and exploratory research design, drawing on social semiotics, sociocultural theory, and intercultural communicative competence. Through policy reports, peer reviewed studies and documented cases from European institutions it identifies patterns, challenges, and opportunities in current practice. It is shown that eTwinning projects generate rich multimodal artefacts, such as digital stories, infographics, virtual exhibitions, and collaborative videos. These tasks foster digital literacy, creativity, and intercultural awareness, and they give pre-service teachers hands on experience with tools and communication practices common in contemporary ELT. This paper further concludes that ITE Ambassadors and teacher educators play a decisive scaffolding role as they train students in multimodal tools, support pedagogical design, mediate intercultural communication, and help integrate eTwinning into course structures. Despite clear benefits, certain challenges do persist, including uneven digital competence, limited institutional support, superficial uses of multimodality, and restrictive curricula. The paper concludes that eTwinning offers a strong framework for integrating multimodal, collaborative, and intercultural pedagogy into teacher preparation. Lasting impact, however, depends on systematic curriculum integration, clear assessment criteria, and institutional recognition of ITE Ambassador and teacher educator roles. The study outlines future research needs and provides practical recommendations for strengthening multimodal eTwinning implementation in ITE.