The emergence of the hybrid multimodal paradigm of communication “makes use of different communication modes, transfers information via multiple channels and functions on different planes” [2]. The changes in the communication paradigm, in their turn, induce changes in the composition and structure of student’s professional portfolio. Therefore, the profile of a contemporary student of an engineering study programme contains a variety of competences, which s/he should possess. That is, apart from domain specific knowledge, a student should develop terminological competence addressing the issues of cultural sensitivity and linguistic diversity, which implies mastery of at least one foreign LSP, English in particular. The necessity to acquire multiple languages within higher education study programmes not majoring in linguistics is governed by the fact that nowadays multiliteracy is no longer seen as a “pedagogical phenomenon” [3], but rather as a pedagogical necessity, as it is perceived as an important “general European value and criteria” (ibid). The concept of multiliteracy however has (r)evolutionized in the course of years, as it has developed into the phenomenon, which, alongside other things, concerns enhancing literacy in the foreign LSP by exploring cultural diversity in the multilingual environment for multimodal information transfer. In other words, contemporary language acquisition theories and practices are aimed at exploring “how to use the range of students’ linguistic repertoires and transcultural knowledge in the learning of any language at whatever level using multiliteracies perspective” [4]. The aim of the paper is by adopting a multimodal approach to foreign LSP learning to investigate the existing correlation between such competences as cognitive flexibility, skilled reading comprehension, and enhanced multiliteracy that engaged students should possess pursuing their academic excellence and achieving individual proficiency in the major.