Bridging Language and Learning: Multimodal Instruction for Equity

Welcome! I'm excited to share highlights from my action research project, “Bridging Language and Learning: Multimodal Instruction for Equity.” This study explores how whole-group multimodal strategies support English language learners (ELLs) in building academic oral language while fostering inclusive classroom communities.

As California's classrooms grow increasingly linguistically diverse, the need to adapt our instruction is more urgent than ever. Too often, ELLs are asked to learn from text-heavy lessons with limited scaffolding. My goal? To amplify teacher voices and identify what’s truly working, and what support we still need, to ensure equity through engagement.

Research Purpose & Questions

My research centered around three key questions:

1. What multimodal strategies do teachers find most effective for ELL engagement and language development?

2. What challenges do they face in implementation?

3. What kinds of support are needed to sustain these practices?

Methodology Snapshot

I used a mixed methods approach grounded in qualitative inquiry. Here’s how:

• Participants: 16 teachers (TK–5) from three California districts

• Tool: Online survey

• Enrichment: A one-on-one interview with a veteran teacher from a cultural background different from my own, to deepen insight into culturally responsive practices

Key Findings

1. Visual Supports Are Non-Negotiable

Every teacher emphasized how essential visuals are for learning. These include:

• Labeled diagrams

• Anchor charts

• Word walls

• Drawings

• Vocabulary visuals

These supports benefit all students, but especially ELLs navigating unfamiliar vocabulary and academic structures.

All teachers rated visual resources as either high priority for ELL students.

2. Cooperative Learning Builds Language Fluency

Strategies like Turn-and-Talks, academic discussion routines, and partner activities increased students’ opportunities to practice speaking academically.

🗣️ More speaking = more fluency.

However, teachers often cited lack of time and limited training as barriers to using these strategies across all content areas.

3. Cultural Responsiveness Enhances Whole-Group Impact

The veteran teacher I interviewed shared powerful whole-group accommodations rooted in students’ identities:

• Multilingual greetings each morning

• Cultural slideshows

• Identity posters

These fostered community, empathy, and language development—honoring UNESCO’s educational pillars: Learning to know, to live together, and to be.

Recommendations

To sustain effective multimodal practices, we must support teachers with:

• 🗂️ A decentralized digital library of multimodal resources

• 👩🏽‍🏫 Ongoing professional development on lesson design

• 🕒 Time for collaboration across content areas

• 📈 A results-focused approach that highlights student growth, especially among ELLs

Final Reflections

This study reaffirmed what we already know deep down: what supports our ELLs supports everyone. But knowing isn’t enough. Teachers need the time, tools, and training to make inclusive strategies part of the daily routine—not an add-on.

Multimodal strategies aren’t just about visuals and tech. They’re about amplifying access, building confidence, and honoring every student’s voice.

References

Kong, S. C. (2020). Using digital learning resources in ELL instruction: Opportunities and challenges. Journal of Educational Computing Research, 58(3), 629–652. https://doi.org/10.1177/0735633119865909

Zhao, Y., Pinto, L. E., & Crompton, H. (2022). Technology integration for multilingual learners: A critical review of current practices. Educational Technology Research and Development, 70(2), 373–392. https://doi.org/10.1007/s11423-021-09987-1

UNESCO. (1996). Learning: The treasure within – Report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000109590