The post-structuralism attitude sees the world as processes of transformation. Although this notion might not sound like a novelty, professionals of languages grapple with alternatives to foster studies related to phonology and phonetics within more global education citizenship. From this assumption, this paper presents a more holistic view of language teaching-learning and reports an experience as an alternative to the practice of phonology and phonetics of the English language within social practices. This is a report of a larger project on the learner’s multimodal meaning making through new technology in the context of University in Brazil. Results from such an experience reinforce the integration of phonology and phonetics in the discipline: Use of technology in language teaching, whose under-graduates are majoring in English, Portuguese, Spanish and Literatures.