Engaging English language learners in digital multimodal composing
Pre-service teachers’ perspectives and experiences
Bibliographic Data
| ID | 21590295 |
|---|---|
| Authors | Ekaterina Tour (0000-0001-9974-5659, Education, Monash University, Clayton, Victoria, Australia, corresponding author), Melissa Marie Barnes (0000-0003-3090-2585, Education, Monash University, Clayton, Victoria, Australia) |
| Year | 2022 |
| Volume | 36 |
| Issue | 3 |
| Pages | 243-258 |
| Publication date | 2022-05-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2021.1912083 |
| OpenAlex | W3158005908 |
| Language | EN |
| Citations received | 19 |
| References cited | 22 |
Language learners often require appropriate scaffolding to engage in digital multimodal composing to maximise its potential for learning. This illuminates the need for pre-service teachers to be ready for these experiences both on teaching placements and at the beginning of their careers. However, little is known about their readiness for digital multimodal composing in linguistically and culturally diverse classrooms. Drawing on a case study of an after-school program for primary school English as an Additional Language (EAL) students, facilitated by four pre-service teachers, this article explores their perspectives on engaging EAL students in digital multimodal composing. The study found that pre-service teachers recognised that digital multimodal composing is valuable for language learners; however, they struggled to name more specific literacy benefits afforded by digital multimodal composing. For all participants in this study, students’ engagement with digital interfaces stood out as the main challenge but they had limited concerns about other aspects of digital multimodal composing. While they effectively scaffolded students’ learning in relation to the challenges that they recognised using more general pedagogical approaches, other dimensions of digital multimodal composing were often left unattended. The article concludes with a number of implications for preparation of teachers working with language learners
Digital Literacy · Literacy · Mathematics education · Multimedia · Multimodality · Pedagogy · World Wide Web · Computer Science · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Psychology · Second Language Learning and Teaching
Inclusive playgrounds
Understanding L2 teachers’ expertise in the design and implementation of digital multimodal composing
Enhancing multimodal text composition through process-genre approach
Exploring multiliteracies competencies in Indonesian teacher education
“It’s my execution ground, yet my stage”
Understanding Multimodal Assessment Practices in Higher Education to Improve Equity
Teachers’ conceptualizations of digital multimodal composing in L2 writing
Teachers’ perceptions of challenges in digital multimodal composing with newcomer adolescent students from refugee backgrounds
Undergraduate Students' Conceptions of Academic Writing at the Intersection of English Medium Instruction and the Digital Age
Preparing future teachers for multicultural classrooms
A framework for critically analyzing multimodal texts for English Language Learners through intermodal complementarity
Language and belonging in Australian schools
Negotiating “what counts” in multimodal writing in the classroom
Teachers’ perceptions of implementing digital multimodal composing in tertiary classrooms
Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers
Teachers’ digital technology practices with English as an Additional Language students in Australian schools
Professional development on bilingual digital multimodal composing
Place-based digital composing practices in multimodal pedagogy
Belonging in Australian primary schools
Multimodality
The affordances of digital multimodal composing for EFL learning
Assessing digital multimodal composing in second language writing
Special issue
Development of metalanguage for multimodal composing
Assessing multimodal literacies in science
Literacy theories for the digital age
Embedding Digital Literacies in English Language Teaching
Multimodality
Multimodal composing in classrooms
| Unique citing works | 19 |
|---|---|
| Citations per year | 6.33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |