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ORIGINAL RESEARCH article
Front. Commun.
Sec. Multimodality of Communication
Volume 10 - 2025 | doi: 10.3389/fcomm.2025.1432271
This article is part of the Research Topic Multimodality in Face-to-Face Teaching and Learning: Contemporary Re-Evaluations in Theory, Method, and Pedagogy View all 5 articles
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This study investigates the efficacy of Video-Stimulated Recall Interviews (VSRI) in enhancing multimodal awareness among adolescent emergent multilinguals in non-formal educational settings for migrant and refugee children. Through task-based interventions and subsequent video analysis, our research elucidates how participants employ diverse communicative modalities -including verbal expression, gesture, and visual cues-to negotiate meaning in contexts where shared language resources are limited. Our findings reveal that VSRI sessions facilitate the identification and orchestration of multiple semiotic resources while fostering reflective insight, defined as the capacity to critically evaluate and adapt one's own communicative practices. Analyses of classroom interactions demonstrate that learners effectively coordinate gestures and visual aids to overcome linguistic barriers, thereby empowering them as active agents and meaning-makers. These results underscore the transformative potential of reflective video methodologies in enhancing multimodal communication skills, with significant implications for educational practice and the social integration of emergent multilingual learners. By aligning with Frontiers in Communication's specialty on Multimodality of Communication, this study offers novel insights into theoretical frameworks and practical strategies for supporting diverse linguistic communities in educational contexts.
Keywords: Multimodality of Communication Maria Tsikou: Conceptualization, resources, Writingoriginal draft, Writingreview & editing. Maria Papadopoulou: Conceptualization, Data curation, methodology, supervision, Writingreview & editing multimodal awareness
Received: 13 May 2024; Accepted: 31 Mar 2025.
Copyright: © 2025 Tsikou and Papadopoulou. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Maria Tsikou, Aristotle University of Thessaloniki, Thessaloniki, Greece
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.
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