What is transmodalising pedagogy?

Multimodal pedagogy has been proven effective and beneficial for all learners to learn important content concepts by engaging students in multiple modalities for learning, such as verbal and written texts, images and photos, audio and video resources, gestures, and tactile materials, among others. It is particularly helpful for multilingual learners whose English proficiency is in the developmental stage since multimodal resources and activities provide more pathways to access the challenging content concepts than when the English language is the main medium of teaching and learning.

While multimodal pedagogy is more familiar to most classroom teachers, why then transmodalising pedagogy? What is unique about transmodalising pedagogy and how is it different from multimodal pedagogy?

Traditionally, multimodal pedagogy has been seen as a temporary aid or support for the development of language skills. Instead of viewing different modes (like visuals, sounds, or gestures) merely as a “crutch” for language learning, transmodalising pedagogy emphasizes that each mode offers its unique and distinct ways of articulating and re-articulating the original meaning in various formats and on a broader scope. Therefore, transmodalising pedagogy purposefully designs lessons by organizing a series of multimodal activities that enable students to progressively grasp the deeper layers of complex content concepts through the use of multiple modes of communication.

How does transmodalising pedagogy support multilingual learners in STEM classrooms?

Recent content standards, such as the Common Core State Standards for science and mathematics, and the Next Generation Science Standards, have set higher expectations for academic achievement for ALL students, regardless of their background. Teaching students whose dominant language is not English in content-heavy classrooms, particularly in STEM (Science, Technology, Engineering, and Mathematics), has become a significant challenge for educators. To address this challenge, it is crucial that classroom instruction goes beyond focusing solely on language and instead embraces a broader perspective on literacy and learning. This is because disciplinary literacy practices, especially in STEM fields, inherently involve multiple modes of communication. For instance, in mathematics and science, multimodal representations are essential in communicating their disciplinary concepts and procedural steps, such as graphic representations of diagrams, geometric shapes, symbols, body movements, and other visual and physical artifacts.

In an article I wrote, I showcased a classroom example demonstrating how a math teacher facilitated transmodal activities to support multilingual learners in accessing the concept of mathematical equations through various modes, including written, spoken, gestural, and tactile activities. This approach benefits students from diverse linguistic and cultural backgrounds by creating an inclusive classroom environment that also embraces the usage of their home languages. Imagine that you are a fourth-grade student who recently arrived in the U.S. and speaks Spanish as your primary language. Now, envision a classroom where the teacher not only conveys key content in English but also in Spanish, along with visuals like images, multimedia videos, and gestures that represent the words and concepts that are being taught and discussed. These opportunities are also embedded within peer and small group interactions that invite students’ verbal or other multimodal participations. This approach not only provides the student with a basic understanding of the subject matter but also fosters an inclusive and engaging learning environment. Even for students with only emerging English proficiency, this transmodal approach promotes active participation in classroom activities and discussions, making the learning experience more engaging, equitable and accessible.

What are a few tips for teachers who want to adopt this concept in their own classroom?

Remember that transmodalising pedagogy works effectively only when it is intentionally designed to meet the specific needs of learners while aligning with the learning goals of the lesson. It goes beyond just providing a mix of multimodal resources and activities; it involves a carefully planned integration of core disciplinary concepts, key language practices, and participatory activities in a thoughtfully sequenced transmodal progression throughout the lesson. Teachers should design multimodal activities that are interconnected and build towards higher-order thinking and the practical application of core concepts. For example, the math teacher mentioned previously used verbal modeling, gestural illustrations, and interactive translanguaging (flexible use of both English and students’ home languages) to help students access, process, and practice new mathematical concepts of addition and subtraction across various modes.

By embodying such transmodalising pedagogy, you create an environment that encourages multilingual learners to actively engage in the interactive learning community regardless of their English proficiency levels. Recognizing the central role of transmodal engagement is a crucial step in shifting away from a deficit-oriented perspective and empowering multilingual learners as agentic learners and designers of meaning in STEM classrooms!

This feature was written by Sujin Kim, assistant professor in the English for Speakers of Other Languages (ESOL) Education program at George Mason University’s School of Education. Find more information about this program on our website.