Introduction: Seeing, Hearing, and Touching Language

For many children, learning English as a foreign language is a gateway to new opportunities and cultures. But for students with learning difficulties, such as dyslexia, ADHD, or auditory processing challenges, the process can often feel like trying to catch words that keep slipping away. They may struggle to remember vocabulary, link sounds to letters, or stay focused during conventional lessons that rely heavily on reading and writing.

This is where multisensory learning becomes a transformative approach. Rather than treating language as a purely mental exercise, it engages the whole body and mind. Children learn not only through what they see and hear, but also through what they touch, move, and feel. In other words, learning becomes a full sensory experience.

Multisensory learning is not a new concept; it has roots in the pioneering work of Anna Gillingham and Bessie W. Stillman, who in the 1940s developed structured, multisensory methods for teaching children with dyslexia (Gillingham & Stillman, 1946). Yet, in today’s inclusive classrooms, the method feels more relevant than ever. With increasing recognition of neurodiversity and differentiated instruction, multisensory techniques offer an adaptable, inclusive framework that supports every child’s learning style.

Understanding the Multisensory Approach

The principle of multisensory learning is simple: the more senses involved in acquiring knowledge, the stronger and more lasting the learning becomes. According to cognitive research, multisensory integration enhances attention, motivation, and memory retention (Shams & Seitz, 2008). For children with learning difficulties, this approach bridges the gap between what they know intuitively and what they are asked to express linguistically.

In a typical English lesson, learning may focus mainly on listening and reading. However, a multisensory lesson might combine:

• Visual stimuli (pictures, color-coded text, flashcards, gestures)
• Auditory input (songs, rhymes, and spoken repetition)
• Kinesthetic activity (movement, games, body language, tactile exploration)

When these channels are combined, children build stronger mental associations. For instance, writing the word “apple” in the air while saying it aloud and seeing an image of the fruit activates multiple neural pathways simultaneously (Felder & Silverman, 1988). Each sensory cue reinforces the others, making learning more intuitive and memorable.

Why Multisensory Learning Matters in Inclusive Classrooms

Inclusion means more than physical presence, it means participation. In a traditional classroom, the “one-size-fits-all” approach may unintentionally exclude learners who process information differently. Some children grasp new words best through listening, others through visualization, and some only when they move or touch.

A multisensory framework naturally accommodates these differences. It promotes equity in learning opportunities by:

1. Reducing cognitive overload: Complex information is broken into sensory chunks, helping children with dyslexia or working memory difficulties (Birsh & Carreker, 2011).
2. Improving focus and engagement: Movement and tactile elements sustain attention, especially in students with ADHD (Kranowitz, 2006).
3. Enhancing motivation: Activities feel like discovery and play rather than memorization.
4. Supporting emotional well-being: Success becomes achievable through diverse strengths, boosting self-confidence and inclusion.

In the context of the FOCUS project, which aims to improve foreign language learning for children with learning difficulties, multisensory education represents both a method and a mindset. It embodies the idea that learning English should be accessible to every learner, regardless of how their brain processes information.

Practical Multisensory Strategies for Teaching English

1. Learning Through Movement: Movement-based activities engage the body and mind together. Teachers can turn grammar and vocabulary into action through Action storytelling – students act out verbs or short stories as they listen. This approach builds on Asher’s (1969) Total Physical Response method, which emphasizes learning language through coordinated physical movement.
2. Using Touch and Texture: Tactile learning transforms abstract words into something concrete: Sand or salt writing trays – students trace new words with their fingers while saying them aloud. As noted by Ayres (2005), sensory engagement through touch and movement strengthens neural connections essential for literacy development.
3. Visual-Auditory Integration: Many children with dyslexia benefit from connecting what they see with what they hear. Teachers can use color-coding for phonemes or grammar categories (e.g., verbs in red, nouns in blue). Linking visual and auditory cues supports decoding and phoneme awareness (Ehri, 2005).
4. Technology and Digital Tools: Technology amplifies multisensory learning. Interactive boards, games, and language apps allow children to see, hear, and manipulate content simultaneously.
   For instance:

• Speech-to-text tools assist children with dysgraphia.
• Gamified learning platforms combine color, sound, and motion for engagement.
• Virtual or augmented reality tools create immersive English-language environments.

These tools support inclusive education when used purposefully, not as replacements for human interaction, but as companions that adapt to diverse learning needs (Kümmerling & Pereira, 2020).

The Teacher’s Role: From Instructor to Facilitator

A multisensory classroom thrives when the teacher becomes a facilitator of experiences rather than a transmitter of knowledge. This requires flexibility, curiosity, and reflective practice. Teachers must design lessons where every child’s sensory preference is valued and mistakes are viewed as opportunities for discovery.

Reflection enhances self-awareness in both students and educators. Teachers can ask:

“Did you remember better when you drew it, said it, or acted it out?”

Such questions encourage metacognitive awareness, helping students understand how they learn best.

Within the FOCUS project, educators across Europe exchange methods like these, adapting them to various linguistic and cultural contexts. This collaborative exchange ensures that multisensory principles remain adaptable, evidence-based, and inclusive across different educational realities.

Conclusion: Inclusion Through the Senses

Multisensory learning reminds us that there is no single path to understanding language – there are many. As schools continue to evolve toward inclusive education, multisensory strategies are not just an alternative – they are a necessity. They reflect the FOCUS project’s mission to ensure that all learners, regardless of ability, can access, enjoy, and thrive in foreign language learning.

References

1. Asher, J. J. (1969). The total physical response approach to second language learning. The modern language journal, 53(1), 3-17.
2. Ayres, A. J., & Robbins, J. (2005). Sensory integration and the child: Understanding hidden sensory challenges. Western psychological services.
3. Birsh, J. R. (2011). Multisensory teaching of basic language skills. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.
4. Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of reading, 9(2), 167-188.
5. Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78(7), 674-681.
6. Kranowitz, C. S. (2006). The out-of-sync child: Recognizing and coping with sensory processing disorder. Penguin.
7. Kümmerling-Meibauer, B., & Pereira, Í. S. P. (2020). The Routledge handbook of digital literacies in early childhood. O. Erstad, & R. Flewitt (Eds.). London: Routledge.
8. Gillingham, A., & Stillman, B. W. (1946). Remedial training for children with specific disability in reading, spelling, and penmanship. The authors.
9. Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in cognitive sciences, 12(11), 411-417.