Abstract: Business English aims to cultivate in college graduates both subject knowledge and foreign language skills. In light of the New London Group and Low, we first argue for a pedagogy of multiliteracies in business English. We then examine the pedagogical practices of ten business instructors at GDUFS by means of class observations and interviews. It reveals most of the teachers practiced this pedagogy partially by focusing on the verbal mode. They made extensive use of multimodal resources in classroom teaching to enact situated practice, overt instruction, critical framing, and transformed practice. We conclude by arguing for more research on situated practices in the classroom in order to articulate a robust pedagogy of multiliteracies in business English.