Multimodal instruction
mult-Latin stem that means many
multimodal-The combination of two or more modes to create meaning
multimodal approach to reading instruction-Multiple ways of teaching to address the multiple learning styles (visual, auditory, tactile, verbal) of students. It also addresses all five components of reading: phonological awareness, phonics, fluency, vocabulary, and text comprehension, along with integrating spelling and writing instruction with reading instruction.
Multimodal texts
Many texts are communicated through two or more modes, such as picture books, textbooks, graphic novels, comics, and posters. Digital multimodal texts include film animation, web pages, slide shows, digital stories, etc. Different texts include a combination of written and spoken language along with visual, audio, gestural, and spatial modes.
Benefits of Multimodal instruction: 6
- All students are engaged in the learning process.
- The quality of learning has improved
- Real-world interactions take place.
- The multimodal skills are developed in all modes which prepares the students for real-world experiences.
- The creativity of the teacher and student is expanded.
- Variety in the classroom is accomplished which makes lessons new and exciting to both the students and the teacher.
Multimodal techniques
- Linguistic/Alphabetic- Includes written and spoken words, word choice, vocabulary, grammar, structure, and the organization of sentences and paragraphs.
- Visual- Moving or still images
- Aural- sound, music
- Gestural- movement, expression, body language
- Spatial- position, physical arrangement, proximity
Receptive language
Receptive language is the ability to understand language and spoken words. Without receptive language, it is hard to communicate adequately.
Expressive language
Expressive language refers to spoken and signed language. It involves forming sentences, using grammar correctly, and building vocabulary to communicate with others. Children often express themselves with words or gestures.
Receptive and expressive language activities
make eye contact with the child while speaking with them.
Break instructions into chunks, don’t give them all at once.
Read as much as possible so children can learn the time sequences in stories; this helps with expressive language.
Allowing your child to play helps both receptive and expressive language.
Speak directly to your child’s face so they can watch you mouth the words.
Expand their vocabulary with simple phrases.
Model correct grammar to your child.
Have children verbalize their needs instead of grunting or pointing to things.
Talk about day-to-day activities with your child.
Use music to help learn words and phrases.
______ ________is a skill that develops over time. ________ _________development begins as early as six months and continues to develop for many years.
Oral language
First Language
Stages of language development
Prelinguistic stage- cooing and crying, no true language sound
Babbling stage- syllable repetition, hand gestures
First words- one word=one sentence, holophrastic stage
Two word stage- increased sound, 50+, context clues are important
Telegraphic stage- stringing many words together, speak in short messages
Beyond telegraphic- Fully developed language skills
BICS vs. CALP
Social language is commonly called BICS (Basic Interpersonal Communication Skills) and Academic language is referred to as CALP (Cognitive Academic Language Proficiency.) In other words, BICS is the language of the playground, whereas CALP is the language of the textbook.
BICS
BICS are the language skills used in concrete, “everyday” social communication (i.e. include, greetings, survival phrases, context-rich language, and basic vocabulary).
In most cases, it can take from six months to up to two years to acquire social language and be understood by peers.
People with BICS can appear “fluent,” but often struggle with reading comprehension, content-specific and academic vocabulary, and skills such as drawing inferences from texts
It is important to remember that proficiency in BICS does not have a strong correlation to proficiency in academic language.
CALP
CALP involves abstract, academic language (i.e. technical language, and domain-specific language such as what one may find in textbooks or related to specific fields of study).
It can generally take from five to seven years to gain academic language proficiency.
CALP moves beyond general vocabulary to a specific vocabulary.
People who have acquired CALP are going to be more apt to understand shades of meaning and nuances in the language and will have been building a vast and rich vocabulary across multiple subjects. This includes gaining academic proficiency in the four domains of listening, speaking, reading, and writing in all the content areas.
BICS and CALP: areas of instructional focus
Vocabulary
Social Language
Semantics, morphology, and word families
EL students
Using linguistic supports, or accommodations that decrease the language barrier, will help English Learners progress academically
9-Instructional strategies
- Organizers, like the Frayer Model below, are helpful with vocabulary and categorizing things into familiar categories.
- Pictures and images posted next to everyday things help students relate the word to the image.
- Sentence stems can be incredibly helpful for social and academic language.
- Modeling grammar, conversations, instructions, etc. will allow students to connect their actions to the words being spoken.
- Physical gestures, like pointing, help guide students visually to printed words or visual cues.
- Repetition and exposure will solidify words and meaning when accompanied by your modeling, gestures, visuals, and vocabulary instruction.
- Pre-teaching academic vocabulary
- Grouping- Strategic grouping is beneficial for ELL students as well because it promotes cooperative learning.
- Small groups benefit students learning English by allowing them to listen to and interact with their peers. It builds both receptive and expressive language skills.
2 types of language and details
Academic success in the reading classroom involves the development of receptive and expressive/productive language. These two types of language connect the domains of reading, writing, listening, and speaking.
Receptive Language: receiving information (reading, listening)
Expressive/Productive Language: producing information (speaking, writing)
