Possibilities and Challenges of Multimodal Literacy Practices in Teaching and Learning English as an Additional Language

Abstract

Abstract I review a decade of empirical research specifically addressing possibilities and challenges of multimodal literacy practices in learning and teaching English as an additional language, particularly for adolescent multilingual English language learners (ELLs). Given the lack of empirical research and discussions about multimodal literacy practices of ELLs, this review focuses on the issues of multimodal literacy practices of ELLs and their teachers. Thus, I look mainly at the promise and potential of engaging ELLs in multimodal literacy practices and potential tensions of implementing multimodal literacies into classroom practices. Findings of this review suggest more empirical research related to how ELLs consume, interpret, and produce multimodal texts as well as some implications for pedagogy.