Harnessing Multimodal Technologies to Bridge Cultural, Linguistic, and Identity Divides in Language and Literacy Education

• In Event: Bridging Divides Through Literacy: Identity, Power, and Practice in International Contexts

Abstract

This study explores how Arabic-speaking English language learners navigate their linguistic and cultural identities through multimodal cloud-based collaborative writing. Following Sociocultural Theory, Social Identity Theory, and Multimodal Learning Theory, the research employs a qualitative case study approach to analyze students’ multimodal compositions, interviews, and reflective journals. Findings reveal that digital writing tools enhance identity expression but pose some challenges. The study offers insights for educators and policymakers on integrating technology to support culturally responsive language learning.

Author

• Shazia Hamid, University of South Carolina