Affective Multiliteracies: Harmonizing Inner and Outer Literacies in English Language Education

Abstract: This article introduces the concept of affective multiliteracies as a new framework for English language education. While current approaches to multiliteracies have expanded the scope of literacy to include multimodal, cultural, and digital dimensions, they continue to emphasize what we define as outer literacies: visible, assessable, and performative skills used to engage with texts, tools, and external contexts. This emphasis often overshadows inner literacies, or the social, emotional, and relational capacities that shape how learners interpret experiences and connect with others. In response, we propose affective multiliteracies as a way to harmonize these inner and outer dimensions, positioning literacy as both internal meaning-making and external participation. Drawing on research in emotional intelligence, pedagogical love, and harmony, this paper examines how educators can cultivate learning environments that support students as human beings. We provide theoretical grounding, practical illustrations, and pedagogical implications to support this holistic vision. By rethinking literacy as a human practice shaped by both cognitive and affective processes, this approach aims to guide educators in preparing students to communicate thoughtfully, relate ethically, and participate meaningfully in their communities worldwide.