"It Made Me Think in a Different Way": Bilingual Students' Perspectives on Multimodal Composing in the English Language Arts Classroom

• In Event: Biliteracy Development and Multimodalities for Emergent Bilinguals

Abstract

This study examines the perspectives of 98 bilingual adolescents who participated in three multimodal instructional units in an English Language Arts class. Qualitative analysis of students’ design interviews and written reflections revealed perceived opportunities for academic learning, innovative thinking, collaboration, identity expression, and multilevel connections to content, as well as various obstacles when working with new technology. As one of the first studies to examine a large sample of bilingual students’ perspectives on multimodal composing, this study contributes insights into the affordances and challenges of having students share their understanding through multiple modes. This presentation will include a discussion for leveraging the unique meaning-making potential of multimodal composing in multilingual classrooms, including implications for assessments and scaffolding student learning.

Authors

• Blaine E. Smith, University of Arizona

• Natalie Amgott, University of Arizona