Investigating Teachers’ Perception of Integrating Multimodality Into Classroom Practices

• In Event: Teacher Education in Linguistically Diverse Settings: Understanding Teacher Voice and Development

Abstract

The study reported in this paper examined teachers’ perceptions and understanding of implementing multimodality in instruction by using qualitative data (questionnaires, discussion posts, transcripts of presentations and discussions, and fieldnotes) collected in an online ESOL teacher education program. Findings revealed that most participants agreed that multimodal practices enhanced student engagement, motivation, and English language acquisition. Yet, multimodal practice was seen as less legitimate or academically rigorous as traditional print-based textual practice and further seen as a “crutch” for English language learners (ELLs). Also, high-achieving students were often allowed to access multimodal practices, whereas low-achieving or students with behavior problems were not invited to multimodal activities. These findings suggest significant implications for teacher educators and teachers who teach ELLs.

Authors

• Youngjoo Yi, The Ohio State University - Columbus

• Jayoung Choi, Georgia State University