Professional development on bilingual digital multimodal composing
Indonesian teachers’ stories
Bibliographic Data
| ID | 20505554 |
|---|---|
| Authors | Nur Arifah Drajati (0000-0001-5828-5107, Sebelas Maret University, corresponding author), Andayani Andayani (0000-0001-9936-4223, Sebelas Maret University), Surya Agung Wijaya (0000-0003-0327-1722, State University of Semarang) |
| Year | 2026 |
| Volume | 29 |
| Issue | 3 |
| Pages | 402-423 |
| Publication date | 2026-03-16 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2025.2576065 |
| OpenAlex | W4415602608 |
| Language | IT |
| References cited | 46 |
Multimodal literacy is essential for teachers to teach a foreign language while maintaining their own national language. However, Indonesian teachers are reported as having insufficient multimodal literacy, so explicit training is essential. This study aims to empower teachers’ knowledge, design, and pedagogy for bilingual digital multimodal composing (BDMC) through a teacher professional development (PD) program. English foreign language teachers who taught bilingual classrooms joined a 32-hour PD program on BDMC. A narrative inquiry research approach was implemented, with a narrative frame, to collect a large number of participants’ stories. Afterwards, the data was triangulated with interviews and artefacts. Employing thematic and multimodal analysis, this study showed that the teachers systematically developed multimodal knowledge and design through our BDMC model, but multimodal pedagogy required further empowerment. The findings suggest that BDMC model needs to be expanded theoretically, and teachers need to be supported with personalized follow-up PD based on individual school contexts
Bilingual education · Continuing professional development · Faculty Development · Indonesian · Language acquisition · Language proficiency · Neuroscience of multilingualism · Professional development · Digital Storytelling and Education · Literacy, Media, and Education · Second Language Learning and Teaching
Communities of Practice
“Multiliteracies”
The affordances of digital multimodal composing for EFL learning
What Makes Professional Development Effective?
Digital multimodal composing as a translanguaging space
Engaging English language learners in digital multimodal composing
Bringing plurilingual strategies into linguistically diverse classrooms
Teachers’ perceptions of challenges in digital multimodal composing with newcomer adolescent students from refugee backgrounds
Examining science teachers' engagement in professional development
Investigating English Language Teachers in Developing Tpack and Multimodal Literacy
Digital storytelling projects in developing Indonesian EFL pre-service teachers’ metasemiotic awareness and professional competence
Exploring bilingual learners’ desires in English-medium studies
Putting NZSL on the page
Medium of instruction in Hong Kong secondary schools
Language, Globalisation, and National Identity
A new framework for teachers’ professional development
Narrative frames for investigating the experiences of language teachers
Revisiting narrative frames
Learner-centred education and English medium instruction
Multilingual youths’ digital activism through multimodal composing in the post-pandemic era
Narrative Knowledging in Tesol
| Citation velocity | historical |
|---|---|
| Highly cited | No |