Beyond the Wall: Multimodal Posters for Inclusive Language Learning

Souhali, Hicham; Bouzidi, Souraya

التعليمية
Volume 4, Numéro 2, Pages 56-75
2025-12-31

Beyond The Wall: Multimodal Posters For Inclusive Language Learning

Authors : Souhali Hicham . Bouzidi Souraya .

Abstract

In an educational context marked by the diversity of learning profiles, how can the pedagogical poster meet the challenges of inclusivity in language classes? While traditional methods often favor a uniform approach, limiting the engagement of visual, auditory, or kinesthetic learners (Tomlinson, 2017), the poster emerges as a multimodal tool integrating text, images, and interactive supports (QR codes, post-its). This innovation is grounded in dual coding theory (Paivio, 1990), which emphasizes the combined impact of visual and verbal elements on memorization. However, its effectiveness depends on thoughtful design: avoiding cognitive overload (Mayer, 2021), fostering collaboration (Puren, 2018), and integrating formative feedback (Cope & Kalantzis, 2015). Critically, while multimodal approaches offer significant advantages, they may also present challenges for certain learner profiles, requiring careful pedagogical calibration. By articulating creativity and scientific rigor, the poster becomes a lever for equitable and engaging pedagogical practices, though its implementation demands attention to contextual constraints and scalability considerations