The Use of Multimodality in the Teaching and Learning of Writing in English as a Second Language: A Case in Kenya.

Abstract

Various technological, cultural, and social changes continue to shape how communication and meaning are delivered in classrooms. Due to these changes, language is no longer the preferred mode of communication, representation, and meaning-making. Hence, there is an increasing demand for educational content to be delivered using different modes. Further, new ways of learning have compelled education practitioners to rethink their pedagogical choices and practices to cater to the learning needs of all learners in class. As a result, multimodality has attracted considerable scholarship in educational circles. Through this scholarship, many scholars have indicated how multimodality is the new communicational approach in classrooms and they continue to vouch for its use in teaching and learning of English as a Second Language (ESL). This study explores how using multimodality facilitates the teaching and learning of imaginative writing. Drawing on other scholars who conducted similar studies on multimodality as literacy pedagogy, the study adopted an action research design and qualitative data collection methods. As a one-streamed school with a focus on form two learners, the study involved 47 learners and 1 English teacher in a rural public secondary girls’ boarding school. Although the sample size was small for drawing general conclusions, the study's findings indicate that multimodality transforms the teaching and learning of imaginative writing. Moreover, through multimodality, learners begin to discover their identities as writers and are motivated to learn in unprecedented ways. However, much as multimodality has its own benefits in educational settings, there are challenges linked with its use. In this regard, education practitioners need to understand these challenges so as to address them effectively.