Multimodal Pedagogical Discourse Competence for Hybrid Foreign Language Classrooms

Authors

  • Nilufar Ulmasovna Ochilova Doctoral Researcher, Bukhara State Pedagogical Institute, PhD in Philological Sciences, Uzbekistan

DOI:

https://doi.org/10.55640/eijp-06-03-47

Keywords:

Multimodal pedagogical discourse, hybrid classroom, teacher education

Abstract

This conceptual-design study defines multimodal pedagogical discourse competence for hybrid foreign language classrooms as the ability to coordinate spoken language, writing, image, gesture, screen space, chat, and timing so that learners can access meaning and participate across locations. A modal-affordance analysis of teacher competence, multimodality, accessibility, and digital pedagogy produced four design functions: orienting attention, distributing meaning, connecting participation channels, and repairing modal breakdown. A modality-purpose-access matrix is proposed for lesson planning and microteaching. The framework avoids equating digital competence with tool operation and makes redundancy, cognitive load, and accessibility explicit professional discourse decisions.

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Published

2026-03-31

How to Cite

Nilufar Ulmasovna Ochilova. (2026). Multimodal Pedagogical Discourse Competence for Hybrid Foreign Language Classrooms. European International Journal of Pedagogics, 6(03), 242–245. https://doi.org/10.55640/eijp-06-03-47

Issue

Vol. 6 No. 03 (2026): Volume - VI Issue - III

Section

Articles

License

Copyright (c) 2026 Nilufar Ulmasovna Ochilova

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This work is licensed under a Creative Commons Attribution 4.0 International License.

Individual articles are published Open Access under the Creative Commons Licence: CC-BY 4.0.