Critical review of the article A Multimodal Approach in the Classroom for Creative

Learning and Teaching.

This article was published in the year 2016. The authors were Lorena Marchetti and Peter Cullen.

This study defines different modes. It also study the origin of different modes and the contribution

of recent neuro-cognitive research related to students’ brains function. This article states the results

(effectiveness) of a study which was conducted in in an Italian University in ESL Class where the

participants were 60 students registered in first, second and third years of a business language

course in an Italian university. In that Italian context, the data was collected through a structured

questionnaire of 20 questions relating specially to students’ preferences for in-class spoken

interaction channels as well as their general communications preferences.

According to the article the results of using different modes specially in language classes are very

effective for a productive, communicative and creative environment for learning. Using different

modes in classroom allows for creativity and flexibility in teacher-student interaction and can

enhance the learning environment. Through the combination of different modes the teachers can

easily satisfy the different learning styles of the students. Most important point is this, the research

in neurology, cognitive psychology, cultural psychology and language evolution seem to suggest

that knowledge and competence is much more constructed and it is the process and not the product,

so in this respect the concept of multimodality goes in line with this modern research, that how a

human brain function and construct knowledge.

Although multimodality is very effective approach for teaching second language but there are

some important points to bear in mind while adopting this approach for example, the teacher should

have a full and critical awareness of how and what is being presented as input material. He/she

should fully aware that what input (authentic) materials can effectively meet the complexities of
contextual reality of students having different sociocultural background. The teacher should

flexible during the interaction with the students. The teachers should fully aware about the effects

of different modes. The teachers must have skills to take fully advantage of available visual, audio,

and kinaesthetic modes. They should not rely only on technology.