This article is a partial review of the literature that supports an investigation on the possible impact of multimodality on foreign language learning, with particular emphasis on text design (KRESS & VAN LEEUWEN, 2001) and models of multimedia learning (SCHNOTZ, 2005; MAYER, 2001). To start, the article describes these models and establishes their relation to the field of second language acquisition. To continue, we discuss some meeting points that may justify our interest in making multimodal leaning and foreign language education engage in dialog. The article concludes with a brief account of some studies dealing with multimodal foreign language learning that illustrate such dialogue.
Multimodal learning; sociosemiotic models; multimodal second/foreign language teaching-learning
