Multimodal Learning

How does the multimodal learning approach support holistic education in language learning?

Researchers tend to view ELLs as marginalized members of a community as having their access to learning blocked because they may be prevented from participating meaningfully in target-language social practices (Lave and Wenger, 1991). Therefore, language learners have much more at stake than merely developing competence in an additional linguistic code. It requires ongoing and intense work with every group of students and reflective awareness of how the affective and political dimensions of classroom life affect individual students’ participation (Lave and Wenger, 1991).

The goal for fostering ELLs in holistic education is to support lifelong learning and for learners to connect with the learning content that are relevant and connected with experiences from their own lives. Research shows that integrating multimodal learning practices can help learners combine various meaning-making modes to express themselves (Callow, 2020; Kress, 2010). Multimodal learning strategies involve a combination of learning modalities from visual, auditory, writing/reading, and kinesthetics (The New London Group, 1996). It is proven that English language learners are capable in navigating and using multimedia formats to find, access, and use information to demonstrate learning (Callow, 2020; Omerbašić, 2015; Kellner & Share, 2019; Buchholz et al., 2014).