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Literature Map ( Intersections of Language, Content, and Multimodalities:…
Literature Map ( Intersections of Language, Content, and Multimodalities: Instructional
Conversations in Mrs. B’s Sheltered English Biology Classroom)
Theoretical Framing
Social Interactionist Theory (Vygotsky, 1972): Language learning occurs through social interaction.
Sociocultural Perspectives on second language acquisition (Anton, 1999; Swain, 2000): Focus on how learners appropriate language through guided interactions.
Communicative Competence (Hymes, 1972): Learning a language means using it appropriately in social contexts.
Dialogic Teaching (Nystrand et al., 1997): Moving away from teacher-centered instruction to interaction-based learning.
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Conceptual Framing
Multimodal Instructional Conversations: Language and content learning through multiple semiotic modes (speech, images, gestures, digital tools).
Multimodal Mediation Model: Use of digital tools and interactive whiteboards for engaging ELs in science learning.
Anchored Referents (Meskill, Mossop, & Bates, 1999): The use of visuals, gestures, and interactive digital content to aid comprehension.
Choreography of Teaching (Oser & Baeriswyl, 2001): Flexible teaching that integrates student responses and multimodal elements.
Gap in the research
Existing studies show the benefits of multimodal learning for ELs but lack a structured model for effective teaching.
Need for a practical framework that integrates multimodal strategies within instructional conversations.
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The study provides a detailed case study of a high-functioning EL classroom, identifying effective teaching strategies for integrating multimodal resources.