Across Languages, Modes, and Identities: Bilingual Adolescents' Multimodal Code-Meshing in the Literacy Classroom

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-23 - Exploring Identities of Adolescent Bilingual Students in U.S. Schools

Abstract

We seek to understand how bilingual adolescents use multiple languages and modalities when engaged in a translanguaging practice we call multimodal codemeshing. Using a multimodal framework and practice perspective of language, this study reports on four middle school students’ composition processes when creating a digital product in a literacy classroom. Through the use of texts, images, music, and other modes, we found students drew on diverse semiotic resources in English and their heritage language to convey messages to multiple audiences, voice and revoice their subjects, and create hybridized linguistic identities in a traditionally monolingual space. From our analysis, we conclude that multimodal codemeshing can promote students’ academic and linguistic achievement.

Authors

• Mark Barba Pacheco, Vanderbilt University

• Blaine Elizabeth Smith, University of Miami