Locating Multimodal Literacy Synergies Within and Across Science and Social Studies Contexts for Secondary School Bilinguals

• In Event: Sheraton Roundtable Session Two
  In Roundtable Session: Exploring Content and Language Perspectives in Bilingual Education (Table 4)

Abstract

This paper advances the examination of multimodal literacy research involving secondary school emergent bilingual/multilingual learners (BMLs) in two critical areas: social studies education and science education. Our review of related scholarly work concentrates on investigations that address multimodal literacy approaches involving BMLs. In addition, the paper explores the relationship between three interrelated lines of research: 1) the use of multimodal literacy approaches, 2) the development of content knowledge and language, and 3) the leveraging of students’ sociocultural resources. Converging findings in the research suggest that a transdisciplinary approach can help us locate ways to leverage BMLs social, cultural, and linguistic resources for engaging in complex, meaningful meaning-making activities across content areas.

Authors

• Talia A. Howard, University of Texas - San Antonio
  Presenting Author

• Jorge L. Solis, University of Texas - San Antonio
  Non-Presenting Author