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

Mark B. Pacheco, Blaine Smith

Research output: Contribution to journalArticle

20 Citations (Scopus)

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

Fingerprint

literacy
adolescent
classroom
language
student
resources
Language
Literacy
linguistics
interview
Resources
experience
Composition Studies
Affordances
Meaning Making

ASJC Scopus subject areas

  • Education
  • Linguistics and Language
  • Language and Linguistics

Cite this

Across Languages, Modes, and Identities : Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom. / Pacheco, Mark B.; Smith, Blaine.

In: Bilingual Research Journal, Vol. 38, No. 3, 02.09.2015, p. 292-312.

Research output: Contribution to journalArticle

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