This chapter presents a qualitative study of how newcomer English Learners (ELs) collaboratively engage various semiotic tools in their production of multimodal identity texts in high school social studies classes. Through analysis of students’ written work (worksheet, screenplay, and poster), as well as field notes and recordings of classroom interaction, the chapter explores the choices learners make in co-authoring multimodal texts that bridge multiple languages, contexts, and experiences. It concludes by contributing nuanced conceptualizations of multimodal composition that emphasize dynamic relationships between identity formation, translingual practice and civic engagement in an increasingly interconnected and digital world.
|Original language||English (US)|
|Title of host publication||Multimodal Composing in K-16 ESL and EFL Education: Multilingual Perspectives|
|Editors||Dong-shin Shin, Tony Cimasko, Youngjoo Yi|
|ISBN (Print)||978-981-16-0529-1, 978-981-16-0532-1|
|State||Published - 2021|