Multimodality in language teaching and learning: a scoping review

Reflections on the concept of multimodality in the study of language systems have increasingly challenged the traditional amodal perspective of language. This scoping review aims to investigate the dichotomy between the amodal and (multi)modal nature of language within the field of Educational Linguistics, and to explore the theoretical frameworks adopted in the field to conceptualize multimodality, specifically in second/foreign language teaching and learning. Out of the 1,784 originally identified records - 38 related to the amodal view and 1,746 to the multimodal view of language - only 67 were included in the final analysis. The findings reveal that educational linguistic research embraces a multimodal perspective on language, with the majority of theoretical frameworks adopted across the studies promoting social semiotic and cognitive views on multimodality. Furthermore, a tendency emerges to consider multimodality and multisensory approaches as synonyms, particularly in the literature on second/foreign language teaching to learners with specific learning differences. Lastly, the evolution of theoretical frameworks on multimodality highlights a growing emphasis on integrating these complementary perspectives to develop a more comprehensive understanding of multimodality to enhance second/foreign language learning and teaching.