EXPLORING THE USE OF MULTIMODALITY LINGUISTIC MODAL FOR SINDHI LANGUAGE TEACHING: A CASE STUDY OF SIBA, GCE, AND SLA TEACHING CENTER SUKKUR

Abstract

This study aimed to explore existing practices, challenges, and opportunities related to incorporating multimodal strategies into Sindhi language teaching in teacher education institutions at the bachelor’s program level. It also highlights areas where the Sindhi language teaching might benefit from multimodal linguistic approaches. For this study, a multiple case study approach was used. Sindhi language teachers and their students from SIBA, GCE Sukkur, and SLA Center Sukkur were selected as research participants. Semi-structured interviews and classroom observations were used for data collection. The thematic analysis technique was used to analyze the data. In addition, Multimodal composed projects on linguistic topics created by student-teachers were also examined. The findings revealed that the majority of Sindhi language teachers were using traditional teacher-centered teaching methods with written and spoken forms, in which explanatory grammar and other linguistic knowledge were being transferred, and were not useful for students to improve their speaking, reading, and writing skills. Even student-teachers were not so familiar with Sindhi phonetics and grammar. The majority of their teachers were also incapable of using modern digital pedagogies. The critical analysis of data shows examples of multimodal approaches that can be successfully integrated in Sindhi language teaching, which emphasizes the importance of embracing multimodal linguistic knowledge in Sindhi language education. This discusses the broader pedagogical implications of incorporating multimodality in Sindhi language teaching for teacher education programs in Sindh.

Keywords: Sindhi Language Teaching, Teacher Education, Linguistics, Digital Learning, Integration of Multimodal Pedagogy, Sindhi Classroom Practices, Case Study, Qualitative Research