Making Second Language Learning More Inclusive in the Elementary Classroom: A Metalinguistic and Multimodal Approach

Research Poster Arts & Humanities 2025 Graduate Exhibition

Presentation by Natacha Hélène Gilberte Mally

Exhibition Number 32

Abstract

Purpose This study evaluates the effectiveness of a multimodal approach using colors and shapes as visual aids, alongside metalinguistic explanations, for teaching a second language (L2) to elementary-aged children with developmental language disorder (DLD). It hypothesizes that this intervention will enhance L2 learning, first language (L1) proficiency, and metalinguistic knowledge. Background Research indicates children with neurodevelopmental disorders, such as DLD, can successfully learn an L2, and that L2 learning may positively impact L1 development (e.g., Paradis et al., 2021; Tribushinina et al., 2022). Metalinguistic and multimodal approaches may address learning challenges posed by procedural memory and processing impairments in children with DLD (e.g., Balthazar et al., 2020; Tribushinina et al., 2022). However, current elementary L2 instruction rarely implements form-focused methods and metalinguistic strategies due to a preference for implicit methods (e.g., Lichtman, 2016). Methodology Using a multiple-probe across-participants design, English-speaking children (ages 7 to 11) undergo comprehensive language and cognitive assessments both before and after a six-week intervention phase with two 45-minute language sessions per week. Probes will be analyzed for changes in level, trend, and variability over time (Byiers et al., 2012), and results will be compared with differences in cognitive maturity and metalinguistic awareness to determine whether success depends on individual characteristics (Roehr-Brackin, 2022). Implications This study explores whether a metalinguistic and multimodal approach to L2 teaching can result in positive transfer to the L1 and enhanced cognitive skills. The findings aim to support inclusive teaching approaches that make L2 learning more accessible for children with DLD.

Importance

Being bilingual is an economic, social, and cultural necessity in today’s globalized society. However, not all children have equal access to second language (L2) learning opportunities. Parents of children with neurodevelopmental disorders, such as developmental language disorder (DLD), intellectual disability, and autism are often advised against bilingual exposure, limiting their children’s educational and professional opportunities. My research challenges the assumption that L2 learning is too difficult for these children and explores whether a visual, explicit grammar approach using colors and shapes can make L2 learning more accessible to children with DLD. This study aims to promote inclusive L2 education and develop practical strategies for teachers to adapt instruction for diverse learners, ensuring equitable access to L2 education.

DEI Statement

Second language (L2) education should be accessible to everyone, regardless of identity or ability. Although differentiated instruction is prevalent in general education, many L2 teaching methods in elementary and secondary schools remain less accessible to students with neurodevelopmental disabilities. More research is needed to ensure L2 instruction is inclusive and effective for all learners. My research explores how teachers can support students by incorporating metalinguistic instruction with multimodal delivery. In K-12 settings, L2 teachers often struggle to provide differentiated instruction due to limited paraprofessional support. By using materials that support both neurodivergent and neurotypical learners, L2 classrooms can become more inclusive, ensuring L2 learning is accessible to all. This research gives teachers concrete strategies to help every student thrive.