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Ting-Fang Tsai, National Taichung University of Education, TaiwanAbstract
This study examines how Taiwanese EFL primary school teachers implement multimodal pedagogies via action research in the classroom. Drawing on Taiwan’s bilingual education policy and multiliteracies approach, the paper explores how teachers plan and enact multimodal approaches with content-based instruction, and their impact on students’ access to learning, engagement, and confidence. We utilized classroom observation, teacher reflection, student interviews, and self-designed Scale on multimodal bilingual learning efficacy. Results show that multimodal pedagogies successfully combine linguistic, visual, and embodied resources to support classroom interaction and knowledge construction through languages and school subjects. Additionally, students expressed higher self-confidence in learning, desire to participate, and positive outlooks toward their bilingual learning opportunities. The findings afford empirical evidence of the effectiveness of multimodal pedagogies on students’ self-efficacy and content knowledge and have implications for curriculum design, teacher professional development, and bilingual education improvement in Taiwan’s primary schools. However, more efforts are suggested to assist in constructing supportive learning opportunities from after-school contexts.
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