Multimodality, Technology, and Equitable Teaching Practices for Multilingual Learners

• In Event: AERA Poster Session Saturday 8:00 a.m.

Session Type: Poster Session

Abstract

This poster session explores the intersection of multimodality, technology, and equitable teaching practices in diverse educational settings. Each study highlights the importance of dialogic engagement and student participation, particularly among multilingual learners and students from marginalized communities. The first paper emphasizes how students interact with multimodal texts to enhance literacy, while the second investigates the role of Distributed Language Learning Environments in supporting language acquisition through innovative technologies. The third study focuses on transmediation in an afterschool program, showcasing the impact of multimodal discourse on learning outcomes. Finally, the fourth research emphasizes the use of translanguaging and multimodal practices in a South African classroom. Collectively, these studies advocate for inclusive, dynamic, and context-responsive educational approaches that foster student agency and success.

Sub Unit

• SIG-Semiotics in Education: Signs, Meanings and Multimodality

Papers

• 1. Adolescent Multilingual Learners’ Participation in Multimodal Text-Based Discussions Using Infographics (Poster 1) - Joowon Lee, University of Nebraska - Omaha

• 2. Becoming Bilingual Professionals: Effects of Designing Distributed Language Learning Environments in Virtual Reality (Poster 2) - Dongping Zheng, University of Hawai‘i at Manoa; Jin Dong, Princeton University; Min Liu, Baylor University

• 3. Examining Power of Teacher Discourse in Mediating After-School Multiliteracies: A Multimodal Analysis of Transmediation (Poster 3) - Hengyi Liu, University of Southern Indiana

• 4. Transforming Learner's Participation and Fostering Excitement in an English Classroom: A Translingual and Multimodal Approach (Poster 4) - Hala Salem, Pennsylvania State University; Ahmad Ali Khalaf Ali, Pennsylvania State University; Mfundo Jabulani Msimango, Pennsylvania State University