Recent changes in Higher Education (HE) approaches to content delivery, coupled with breakthroughs in the Information and Communications Technology field, have led to a whole new multimodal approach to teaching (Jewitt, C. 2009). In: Jewitt, C. (Ed.), The Routledge handbook of multimodal analysis . Routledge, London & New York; Jewitt, C. (2013). Multimodal methods for researching digital technologies. In: Jewitt, C. and Brown, B. (Eds.), The SAGE handbook of digital technology research . Sage, London, pp. 250–265; Kress, G. and van Leeuwen, T. (2001). Multimodal discourse . Bloomsbury Academic, London). Multimodality in language teaching increasingly draws on multiple channels of communication and not simply text on a page. Multimodal awareness and competence are also paramount in intercultural and interpersonal communication, which has become increasingly common in today’s global workplace. Through the description of the activities implemented in the English for Professional Purposes (EPP) course entitled English for the World of Work, held at the University of Verona, we will illustrate our multimodal, EPP framework based on Littlewood’s learning continuum, which ranges from analytical study to experiential practice (2014). Our principal aim, however, is to highlight ways in which the didactic framework fosters an awareness of and competence in key areas such as multimodal competence and intercultural awareness as skills required for effective communication in today’s world of work.