Developing strategies for conceptual accessibility through multimodal literacy in the English for tourism classroom

Abstract Teaching English for Tourism at university involves both developing specialized language skills and forming knowledgeable professionals capable of appropriate intercultural communication. The distinctive feature most instances tourism discourse is the fact that it draws from a range domains. It mediates tourist experience contributes to closing gap between home- destination’s culture by making culture-specific knowledge concepts accessible non-specialists. article discusses instructional effects authentic multimodal materials within task-based project-work carried out with learners University Pisa. focus specifically on communicative strategies used make terminology or easily understandable hearer. This study reports analysis two sets videoclips created students before after dedicated instruction based L1 clips documentaries, “docu-tours” guided tours. positive changes observed in learners’ use popularization create conceptual accessibility.