Multimodal Discourse Analysis of Classroom Interactions in a Baluchi–Persian Bilingual Educational Context: A Case Study of Third-Grade Primary Classrooms

Articles in Press

Document Type : Original Article

Authors

1 Department of English Language Teaching, Farhangian University, Tehran, Iran

2 Department of English Language Teaching

Abstract

This study aims to provide a fine-grained analysis of linguistic and non-linguistic semiotic patterns and to explain their role in creating learning opportunities for bilingual students. It examines the classroom multimodal discourse in Baluchi–Persian bilingual classes using Kress and van Leeuwen’s (2001). The study employed a qualitative and interpretive design with purposive observational sampling. Participants included two teachers and forty-two third-grade students from the Jalq region of Saravan. Data were collected through classroom video recordings.

Findings indicate that classroom discourse is primarily anchored in the auditory modality, accounting for around 60–70% of communicative acts through repetition, question–answer patterns, and shifts in tone and pitch. Visual and bodily modalities, despite their high semiotic potential, play only supplementary and less organized roles, including limited use of blackboard writing, PowerPoint, eye contact, and gestures. The results reveal a clear multimodal imbalance in instructional interactions and underscore the need for developing a more balanced multimodal pedagogy to enhance learning effectiveness among bilingual learners.

Keywords

Main Subjects

References

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Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 04 June 2026

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  • Receive Date: 14 February 2026
  • Revise Date: 22 May 2026
  • Accept Date: 04 June 2026

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