2024/06/21 by Hongye Zeng
Arts and Humanities · #EFL/ESL Teaching and Learning #Literacy, Media, and Education #Second Language Learning and Teaching
paper · pdf · doi:10.1002/trtr.2352
crossref issued 2024/06/21 · crossref published 2024/06/21 · crossref published-online 2024/06/21 · openalex publication_date 2024/06/21 · crossref created 2024/06/21 · crossref deposited 2024/08/16 · crossref published-print 2024/09/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/21 · crossref indexed 2026/07/29
Abstract Writing in school has long been disconnected and inauthentic to multilingual learners due to its monolingual, language‐focused, and standardized features. Although more and more researchers have called for and explored newer asset‐based writing pedagogies, such as digital multimodal writing, to support diverse learners in response to emerging technologies and expanding literacy territories in recent decades. However, there is a need for guidance for teachers to better embrace these digital and multimodal resources into writing classrooms. Therefore, this article highlights a digital multimodal writing cycle for planning, implementing, and evaluating digital multimodal writing activities in diverse classrooms. The author illustrates this cycle with examples from one fourth‐grade Chinese‐English bilingual child in a summer literacy program in the United States. This guide has implications for how digital multimodal writing can be a space to reveal, track, and build upon often unseen resourcefulness and agency of multilingual learners.