multimodal-instruction
Filtering by topic multimodal-instruction(3)Clear all filters
- PaperTESOL Quarterly19 Jun 2026
“Show Me How You Can Practice That”: Multimodal Socioemotional Instruction in a Dual Language Bilingual Education Preschool
Sabrina F. Sembiante, Catherine Restrepo‐Widney, Alain Bengochea, Mileidis Gort
This study examined how a dual language preschool teacher integrated multimodal practices—verbal, visual, and actional—to teach socioemotional competencies to emergent bilingual children. Analysis of 18 video-recorded whole-group activities revealed that socioemotional instruction was inherently multimodal and spanned all five CASEL competencies across learning activities. The findings highlight the need for teachers to authentically represent and scaffold socioemotional skills through multiple modes.
Original abstract
When providing socioemotional instruction to emergent bilingual children, preschool teachers are responsible for helping them navigate cultural and linguistic intersections of socioemotional learning. Teachers' multimodal practices may support that instruction, given that the children's socioemotional learning is an emotional, physical, and psychological endeavor. Through multimodality and communities of practice theoretical lenses, we investigate the multimodally supported socioemotional instructional practices of a dual language preschool educator. We employ CASEL's framework to identify socioemotional competencies as comprising self‐awareness, self‐management, social awareness, relationship skills, and responsible decision‐making. We coded and analyzed the teacher's socioemotional instruction and multimodal practices enacted in 18 video recordings of whole‐group learning activities. Analysis revealed that socioemotional instruction of the five socioemotional competencies occurred across learning activities and was inherently multimodal in nature, requiring the teachers' integration of verbal, visual, and actional (embodiment) modes to authentically represent and scaffold socioemotional skills.
- PaperComputer Assisted Language Learning11 Jun 2026
AI as a collaborator: pre-service teachers’ perspectives on preparing multimodal language lessons
Lucas Kohnke, Di Zou
Pre-service teachers viewed AI as a collaborator when preparing multimodal language lessons, according to their perspectives investigated in this study.
- PaperTESOL Journal2 Jun 2026
Designing Multimodal Social–Emotional Learning Through Read‐Alouds for Multilingual Learners
Natalia Ward, Shuling Yang
An elementary ESL teacher integrated socio-emotional learning into picture book read-alouds, discussions, multimodal activities, and writing for multilingual learners. The approach flexibly embedded context-specific SEL opportunities that supported identity development, belonging, and language learning.
Original abstract
Socio‐emotional learning is essential for young multilingual learners, as it supports identity development, a sense of belonging, and language learning. This article describes how an elementary English as a Second Language teacher embedded flexible, context‐specific socio‐emotional learning opportunities within a picture book read‐aloud, discussion, multimodal activities, and writing with her multilingual learners.