Helping struggling learners of English as an additional language succeed with interactive multisensory structured strategies

Schneider, Elke; Kulmhofer, Andrea

doi:10.15448/2178-3640.2016.1.23215

Cited by 4 publications

(12 citation statements)

References 34 publications

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“…The stronger representations are believed to result from a richer set of retrieval cues, stored as more interconnected patterns in the brain (Alexandrov et al, 2011;Shams & Seitz, 2008). For form, multimodality means reading, listening, writing, and speaking words (Schneider & Kulmhofer, 2016). For meaning, it means an embodied experience of what a concept looks, feels, or sounds like; how it moves; what emotions it triggers in us; or what gestures depict it (Glenberg, 2008;Macedonia, Müller, & Friederici, 2010).…”

Section: Multimodalitymentioning

confidence: 99%

“…Words learned in a semantically rich context have been shown to activate brain regions concerned with the integration of information coming from multiple modalities (Ferreira, Göbel, Hymers, & Ellis, 2015). Accordingly, multimodality helps learning (Macedonia et al, 2010;Schneider & Kulmhofer, 2016).…”

Section: Multimodalitymentioning

confidence: 99%

“…Second, the relative strengths and weaknesses of the methods used in relation to the framework should be evaluated, and then reflected on to determine how they can be improved by using alternative or additional methods, which must then in turn be empirically validated. Third, some time should be spent determining how learners can best be helped to strengthen and retain the acquired vocabulary, specifically by adding consolidation strategies such as (spaced) repetition (see Kang, 2016, for some of the challenges instructors face when attempting to space their learning materials and possible solutions) and (digital) multimodality (see Schneider & Kulmhofer, 2016, for some examples of how multimodality can be implemented in the classroom) to the selected method(s).…”

Section: Practicementioning

confidence: 99%

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Grounding Second Language Vocabulary Instruction in Cognitive Science

Baxter

Bekkering

Dijkstra

et al. 2021

Mind Brain and Education

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Cognitive neuroscience has gained significant insight into the mechanisms underlying the mental lexicon and their impact on second language vocabulary learning. However, relatively little effort has been put into understanding how these mechanisms may impact instructional practices. We attempt to bridge this gap. Towards that end, we first describe three main properties of the mental lexicon: words have distinct form and meaning representations; these representations are organized in multilingual network structures organized by similarity; and the representations differ in strength. Next, we translate the properties into a visual framework that we use to reflect upon how this knowledge affects three important choices in vocabulary instruction: composing word lists, selecting an instruction method, and consolidating newly acquired words. Lastly, we discuss opportunities for both science and practice, highlighting the importance of improving the ecological validity of scientific models and theories, and of developing instructional methods grounded in cognitive science. Acquiring vocabulary is essential to second language (L2) learning (Coady & Huckin, 1997). Learned words are integrated in the (multilingual) mental lexicon, the collection of all the words we know, represented as neural traces in the long-term storage of the brain (henceforth "representations"). It has a complex structure and involves mechanisms

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Section: Multimodalitymentioning

confidence: 99%

Section: Multimodalitymentioning

confidence: 99%

Section: Practicementioning

confidence: 99%

See 1 more Smart Citation

Grounding Second Language Vocabulary Instruction in Cognitive Science

Baxter

Bekkering

Dijkstra

et al. 2021

Mind Brain and Education

View full text Add to dashboard Cite

show abstract

“…Evidence supporting the use of multi-sensory phonics programs among struggling readers notwithstanding, the only attempted research in connection to English language learners' (ELLs) reading development encountered in our literature search was that of Schneider and Kulmhofer (2016). The authors assert that a balanced approach to foreign and second language (L2) instruction with integration of multi-sensory structured language instruction provides ELLs, particularly struggling readers, with a realistic chance to succeed.…”

Section: Introductionmentioning

confidence: 98%

Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language

Langille

Green

2021

CJE/RCE

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Complexity of the various needs that come with English language learners (ELLs) beyond language learning (such as learning gaps, social and cultural differences, etc.) and increased numbers of English language learners in Canadian schools have led educational stakeholders to seek ways to promote reading improvement. While literature points out the relevance of systematic phonics instruction in reading and the importance of form-focused instruction (FFI) in English language learning, multi-sensory phonics programs (MSPPs) appear to be an effective reading tool that embodies them both. Although evidence on the efficacy of these programs is copious in students with learning difficulties, little is known about MSPPs in connection with English language learning. As a result, this integrative literature review explores the notable benefits of MSPPs, their connection with ELL instruction, and how successful program implementation may depend on teacher training.

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“…It is basically assumed that different combinations of senses might capture different degrees of attention, as a result of which the accuracy and speed of comprehension may change. Several lines of research (e.g., Sparks et al, 1998 ; Stein et al, 2010 ; Aral and Sağlam, 2016 ; De Niear et al, 2016 ; Schneider and Kulmhofer, 2016 ; Myréen, 2017 ; Broadbent et al, 2018 ; Holler and Levinson, 2019 ; Jajarmi and Pishghadam, 2019 ) converge to suggest that the quality of input is associated with the characteristics of sensory representations, which are likely to take pivotal functions in how sensory signals cooperate with each other ( Azamnouri et al, 2020 ; Shayesteh et al, 2020 ). Although there have been recent ERP studies addressing the role of sense combinations in overall L2 sentence comprehension (e.g., Shayesteh et al, 2020 ; Pishghadam et al, 2021b ), there is only one single study that has investigated the role of multiple senses in the attention-related P200 component ( Shayesteh, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Multisensory Input Modulates P200 and L2 Sentence Comprehension: A One-Week Consolidation Phase

2021

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Multisensory input is an aid to language comprehension; however, it remains to be seen to what extent various combinations of senses may affect the P200 component and attention-related cognitive processing associated with L2 sentence comprehension along with the N400 as a later component. To this aim, we provided some multisensory input (enriched with data from three (i.e., exvolvement) and five senses (i.e., involvement)) for a list of unfamiliar words to 18 subjects. Subsequently, the words were embedded in an acceptability judgment task with 360 pragmatically correct and incorrect sentences. The task, along with the ERP recording, was conducted after a 1-week consolidation period to track any possible behavioral and electrophysiological distinctions in the retrieval of information with various sense combinations. According to the behavioral results, we found that the combination of five senses leads to more accurate and quicker responses. Based on the electrophysiological results, the combination of five senses induced a larger P200 amplitude compared to the three-sense combination. The implication is that as the sensory weight of the input increases, vocabulary retrieval is facilitated and more attention is directed to the overall comprehension of L2 sentences which leads to more accurate and quicker responses. This finding was not, however, reflected in the neural activity of the N400 component.

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Helping struggling learners of English as an additional language succeed with interactive multisensory structured strategies

Cited by 4 publications

References 34 publications

Grounding Second Language Vocabulary Instruction in Cognitive Science

Grounding Second Language Vocabulary Instruction in Cognitive Science

Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language

Multisensory Input Modulates P200 and L2 Sentence Comprehension: A One-Week Consolidation Phase

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