Multimodal composing for empowerment: Multilingual students’ strengths in science

• In Event: Multilingual Engagement in Disciplinary Literacy

Abstract

This study explored how multilingual students leverage multimodal composing in a secondary marine biology classroom. Through a comparative case study, it examined how two multilingual learners use various modes to interact with peers, position themselves, and engage with science. The research highlights the potential of multimodal pedagogies to empower multilingual students by allowing them to tap into their strengths. It also emphasizes the need for guidance in multimodal instruction and reconsideration of non-digital composing practices.

Author

• Amber Williams Deig, University of Southern Mississippi