Multimodal and multilingual co-authoring in high school social studies ESL classrooms

Liv T. Dávila, Victoria Susberry

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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 languageEnglish (US)
Title of host publicationMultimodal Composing in K-16 ESL and EFL Education: Multilingual Perspectives
EditorsDong-shin Shin, Tony Cimasko, Youngjoo Yi
PublisherSpringer
Pages55-71
ISBN (Electronic)978-981-16-0530-7
ISBN (Print)978-981-16-0529-1, 978-981-16-0532-1
DOIs
StatePublished - 2021

Keywords

  • Multilingual
  • Adolescent
  • Identity
  • Multimodal

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