Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom

Mark B. Pacheco, Blaine E. Smith

Research output: Contribution to journalArticlepeer-review

35 Scopus citations

Abstract

We seek to understand how bilingual adolescent students leverage multiple languages and modes in digital composition. Using a translingual and multimodal perspective of composition, this study reports on the distinct communicative affordances associated with four students’ multimodal codemeshing practices. Through analysis of students’ digital products and retrospective design interviews, we found that students meshed linguistic and modal resources to engage multiple audiences, convey multidimensional and nuanced meanings, and (re)voice their subjects’ experiences. We conclude with pedagogical implications for practitioners seeking to incorporate students’ multilingual and multimodal meaning-making resources in the classroom.

Original languageEnglish (US)
Pages (from-to)292-312
Number of pages21
JournalBilingual Research Journal
Volume38
Issue number3
DOIs
StatePublished - Sep 2 2015
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Fingerprint

Dive into the research topics of 'Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom'. Together they form a unique fingerprint.

Cite this