This paper presents a new approach to teaching in the ESL classroom, one that employs multiliteracies pedagogy (MP) which is an approach that we consider to be significant for empowering Saudi female students in a context where English-language teaching must be responsive to the local culture and realities and must be driven by local needs. This is an action research project that was conducted within the female division of a private university in Saudi Arabia. Results show that multiliteracies pedagogy is a useful conceptual lens to employ in a second-language classroom in order to empower students and help them to find their education to be meaningful. Suggestions are offered for enhancing students' second-language learning and for empowering them by means of this pedagogy. The pedagogical implications for classroom teaching include the recruitment of local female role models, the use of the students' first language and the role of the teacher as a facilitator.