MULTIMODALITY AS A MODE OF TEACHING AT PRIMARY LEVEL IN INTERNATIONAL PUBLIC SCHOOL, ABBOTTABAD: A THEMATICAL ANALYSIS

Abstract

In the ultra- modern era, the world of teaching is also evolving and has come to the point where it is not limited to the traditional ways of teaching. The integration of multi modes of teaching, known as Multimodality, has gain remarkable attention. Similarly the current study provides the understanding  and effective learning modes at Primary level. The study explores the  how the role of Multimodality is different from traditional methods and highlights it’s significant role and how It effects the cognition of young learners. It examines how the use of multi modes in teaching, such as kinesthetic (sensory perception), visuals, auditory and interactive material can enhance the learning outcomes and serve the diverse needs of today’s learner. The study further aims to highlights how this advancement in teaching can benefit the students in a classroom as compared to traditional methods which are limited to only single mode of teaching. The study explores the function of Multimodality through the lens of Lev Vygotsky’s sociocultural theory (1978). The study used the thematical analysis  to identify the key themes and dig into the ways how students can be affected either positively or negatively by incorporating  Multimodality in pedagogy, student engagement and teacher professional development. Additionally the study uses the quantitative analysis supplements qualitative findings, scrutinizing into the diversities of the topic. The topic explores the nuances of teaching methodologies at primary level and tries to investigate the multimodality teaching approach through the lens of Vygotsky socio-cultural theory. To further narrow down the framework certain notions of that theory have been selected or scrutinized in order to more efficiently conduct the research and better analyze the data and the findings.