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Development of Literacies Through Multimodal Writing in L2 Classrooms: Challenges and Prospects for Teachers

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Multimodal Composing in K-16 ESL and EFL Education

Abstract

Drawing on sociocultural theories of literacy and empirical studies of multimodal media production (MMP), this chapter examines pedagogical issues related to employing multimodal writing pedagogy in L2 classrooms. Using authors’ personal reflections as researchers in two different settings, this chapter investigates the impacts of multimodal composing on in-school and out-of-school literacies and potential tensions in implementing multimodal pedagogies in classrooms. Additionally, it proposes guidance teachers can find helpful in multimodal writing in L2 classrooms. This study contributes to educators’ and teachers’ understanding of pedagogical concerns, which they find helpful to execute multimodal pedagogy in L2 classrooms.

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Author information

Authors and Affiliations

  1. Directorate of Secondary and Higher Education, Dhaka, Bangladesh

    Sabiha Sultana

  2. University of Massachusetts, Amherst, USA

    K. C. Nat Turner

Authors
  1. Sabiha Sultana
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  2. K. C. Nat Turner
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Correspondence to Sabiha Sultana .

Editor information

Editors and Affiliations

  1. School of Education, University of Cincinnati, Cincinnati, OH, USA

    Dong-shin Shin

  2. Department of English, Miami University, Oxford, OH, USA

    Tony Cimasko

  3. Department of Teaching and Learning, The Ohio State University, Columbus, OH, USA

    Youngjoo Yi

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Sultana, S., Turner, K.C.N. (2021). Development of Literacies Through Multimodal Writing in L2 Classrooms: Challenges and Prospects for Teachers. In: Shin, Ds., Cimasko, T., Yi, Y. (eds) Multimodal Composing in K-16 ESL and EFL Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-0530-7_10

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  • DOI: https://doi.org/10.1007/978-981-16-0530-7_10

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  • Online ISBN: 978-981-16-0530-7

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