Developed by the New London Group in 1996 and based on the premise of hybridity, the concept of multiliteracies is deeply embedded in the paradigmatic changes in languages by the advent and expansion of technology and virtualisation. In the same line as multiliteracies, new perspectives in language sciences converge towards complexity, multimodality and related concepts that question and redefine traditional and monolithic conceptions of the written text as the only admissible form of linguistic manifestation. In this chapter, we explore multiliteracies by drawing parallels between language studies and the teaching and learning of science, particularly physics. We investigate the extent to which physics trainee teachers display multiliteracy skills in their teaching–learning experience, focussing on their conceptual knowledge and understanding of the physics concept of free-fall. Linguistic communication, action, visualisation, and conceptual understanding of physics form the components of the multiliteracy competencies. The trainee teachers manifested limited multiliteracy competencies as they needed help articulating and representing their ideas about physics concepts. We argue for an experience-driven, multimodal, multiliteracies-based physics conception that goes beyond text-centrism. The task of the trainee teacher is not limited to exploiting, navigating and negotiating with multiliterate competencies but also to soliciting diverse linguistic repertoires in the (co)construction of knowledge through active meaning-making.