In K–12 classrooms, multimodal teaching, such as using visuals and technology, has been commonly embedded at different levels with different student groups. However, it has not been well discussed in English as a second language teacher training. As a response to the call for more research to study how teachers apply multimodal activities in working with English learners (ELs), this article reports a teacher educator’s effort to implement a multimodal vocabulary mini-lesson project in one teacher education course that aims to train general education preservice teachers to work with ELs. The author describes the project and uses preservice teachers’ presentations, lesson plans, and project reflections as data to answer two questions: What are preservice teachers’ perceptions of designing multimodal teaching materials for all students, including ELs? How does the multimodal mini-lesson design help preservice teacher candidates understand the key elements of educating ELs? Data indicate that teacher candidates showed positive attitudes toward designing multimodal lessons and materials, and the mini-lesson appears to have deepened teacher candidates’ concepts of teaching ELs. A discussion of problems on multimodal design and potential solutions is also included.

中文翻译：

---

为教师与英语学习者合作做好准备：一个多模态词汇小课项目

在 K-12 课堂中，多模式教学，例如使用视觉和技术，已普遍嵌入不同学生群体的不同层次。然而，它在英语作为第二语言教师培训方面并没有得到很好的讨论。作为对开展更多研究以研究教师如何在与英语学习者 (ELs) 合作中应用多模态活动的呼声的回应，本文报告了一名教师教育工作者在一个教师教育课程中实施多模态词汇迷你课程项目的努力，该课程旨在培训通识教育职前教师与 EL 一起工作。作者对该项目进行了描述，并以职前教师的演示、教案和项目反思为数据回答了两个问题：职前教师对为所有学生设计多模式教材的看法是什么？包括EL？多模式迷你课程设计如何帮助职前教师候选人了解教育 EL 的关键要素？数据表明，教师候选人对设计多模式课程和材料表现出积极的态度，而迷你课程似乎加深了教师候选人教授 EL 的概念。还包括对多模态设计问题和潜在解决方案的讨论。