Multimodal Composing in Secondary Science

• In Event: Culturally & Linguistically Responsive Science Teaching

Abstract

This qualitative case study explores how multilingual learners (MLs) in a linguistically diverse secondary marine biology classroom leveraged their resources while multimodal composing in science. Focusing on two Spanish-English MLs and their English-monolingual peers, the research examines how students leveraged various modes during collaborative projects (poster, slideshow, 3D model). Findings reveal that multimodal composing enabled MLs to position themselves as capable science learners, leverage personal strengths, and enact individual visions of engagement. This study highlights the value of nondigital modes and asset-based pedagogies, demonstrating that multimodal composing can foster supportive, inclusive science classrooms. Results suggest expanding multimodal approaches in science can empower MLs as legitimate participants, moving beyond language proficiency as a barrier to engagement.

Author

• Amber W. Deig, University of Southern Mississippi