Functional diversity and the multimodal listening construct

• Published in: European journal of special needs education Vol. 34; no. 2; pp. 204 - 219
• Main Author: Campoy-Cubillo, Mari Carmen
• Format: Journal Article
• Language: English
• Published: Chichester Routledge 15.03.2019; Taylor & Francis Ltd
• Subjects: Communication; Communication Strategies; foreign language learning; functional diversity; Gestures; Interaction; Interpersonal Communication; Learning; Learning Modalities; Listening comprehension; Listening Skills; Multimodal listening; Multimodality; Native Speakers; Radio; Second Language Learning; special educational needs (SEN); Special Needs Students; Student Diversity; Teaching Methods; Television viewing; universal design
• ISSN: 0885-6257; 1469-591X
• DOI: 10.1080/08856257.2019.1581402

Genuine instances of communication are multimodal in nature. Thus, important aspects of effective communication such as gestures, facial expression, visual context, or interpersonal distance, are usually present in listening events and participate in the communicative act, creating a given multimodal message. The Common European Framework of Reference for Languages places an important and active role for listening skills within the communicative activities that language learners need to develop. A number of situations are described in the framework, including understanding interaction between native speakers, listening as a member of a live audience, listening to announcements and instructions, listening to radio and audio recordings and watching TV, film and video. However, this framework will not be complete until we consider the principles of Universal Design where all students are included and work towards making learning goals possible for diverse students. This article defines the listening construct from a multimodal perspective so that different abilities needed to understand and work with a variety of communicative modes form part of the listening construct definition. This implies reflecting on how the definition of the construct considers students with special needs and their perception and understanding of the different modes as part of the listening construct.