I chose to write about multiliteracies because I believe it somehow includes all the other ones listed. According to Cope and Kalantzis (2000, p.5) in Multiliteracies - Learning literacy and the design of social futures -, they chose to name the book (a result of discussions) Multiliteracies due to 2 reasons: “the multiplicity of communications channels and media […]; the increasing salience of cultural and linguistic diversity”. I decided to get this quotation to write about due to 2 reasons. First because their first explanation, the multiplicity involves the discussion on multimodality, this week’s affordance. Second because they then refer to cultural and linguistic diversity and as an English teacher that does interest me a lot. The focus of my update here, then, is on one trend I have noticed with my students: even though I am one of those professionals who provide them with a chance to work on a multimodal way, most of them, most of the time, choose to shift to the written mode, no matter how much I give them a chance to shift to other possibilities. This reflects, in my point of view, the fact that when it comes to our teaching practices, written language has been privileged as compared to the range of modes available and mentioned by Dr. Cope when referring to the Multiliteracies theory: oral language, image, sound, gesture and tactile communication. Then that confirms how far from everyday social practices which involve multiliteracies, the educational system is.