Multilingual and Multimodal Instructional Communication in German as a Foreign Language (GFL) Education: A Sociocultural Case Study
DOI:
https://doi.org/10.17507/jltr.1701.14Keywords:
instructional communication, multimodal teaching, translanguaging, German language learning, multilingual educationAbstract
This research explores the contribution of multilingual and multimodal instructional communication to the enhancement of German language acquisition among students in Indonesia. Framed within the theoretical perspectives of sociocultural learning, translanguaging pedagogy, and multimodal communication, the study utilizes a mixed-methods approach comprising classroom observations, interviews, and analysis of student performance. The findings highlight four primary strategies—deliberate language switching, integration of multimodal resources, collaborative learning, and digital technologies. Strategic code-switching improved comprehension and lower anxiety, while multimodal inputs facilitated vocabulary retention and listening comprehension. Peer-based activities promoted fluency in speaking, and digital tools contributed to learners' motivation and independent engagement. Quantitative analysis revealed significant improvements in language proficiency, particularly in classrooms employing diverse communicative techniques. Participant feedback underscored these strategies' inclusive nature and practical value within multilingual learning settings. The study concludes that context-responsive communication methods can foster more effective, participatory, and equitable foreign language instruction and encourages further research on long-term effects and technological integration in multilingual language classrooms.
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