Multimodal Research Practices to Support Biliteracy: 'A mí me gusta investigar'
Saved in:
| Title: | Multimodal Research Practices to Support Biliteracy: 'A mí me gusta investigar' |
|---|---|
| Language: | English |
| Authors: | Juan C. Borda |
| Source: | Language Arts. 2025 102(6):305-317. |
| Availability: | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Children, Elementary School Students, Bilingual Students, Bilingualism, English, Spanish, Literacy, Code Switching (Language), Multimedia Materials, Nonprint Media, Printed Materials, Electronic Learning, Case Studies, Second Language Learning, Reading Writing Relationship, Multilingual Materials |
| DOI: | 10.58680/la20251026305 |
| ISSN: | 0360-9170 1943-2402 |
| Abstract: | Translanguaging and multimodality pedagogies are key instructional approaches to support and encourage the development of biliteracy skills. Translanguaging supports language development, validating emergent bilingual students (EBs) unique language qualities. Multimodality supports text representation and meaning making, especially in the early stages of biliteracy development. This study investigated the association of those two pedagogies to understand and explain how EBs use their linguistic repertoire to communicate and how multimodal text supports collecting and representing new information while promoting inquiry and research. The study included eight EBs, ages seven to eight. Results revealed three key findings: First, exposure to translanguaging pedagogy enables students to utilize their linguistic repertoire to read and write in multiple languages simultaneously. Second, both printed and digital texts allow EBs to explore and leverage their language skills to make interlinguistic connections supported by multimodal elements. Third, students demonstrate an enhanced capacity for bilingual communication and information representation when using digital platforms compared to printed texts. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1492936 |
| Database: | ERIC |
| Abstract: | Translanguaging and multimodality pedagogies are key instructional approaches to support and encourage the development of biliteracy skills. Translanguaging supports language development, validating emergent bilingual students (EBs) unique language qualities. Multimodality supports text representation and meaning making, especially in the early stages of biliteracy development. This study investigated the association of those two pedagogies to understand and explain how EBs use their linguistic repertoire to communicate and how multimodal text supports collecting and representing new information while promoting inquiry and research. The study included eight EBs, ages seven to eight. Results revealed three key findings: First, exposure to translanguaging pedagogy enables students to utilize their linguistic repertoire to read and write in multiple languages simultaneously. Second, both printed and digital texts allow EBs to explore and leverage their language skills to make interlinguistic connections supported by multimodal elements. Third, students demonstrate an enhanced capacity for bilingual communication and information representation when using digital platforms compared to printed texts. |
|---|---|
| ISSN: | 0360-9170 1943-2402 |
| DOI: | 10.58680/la20251026305 |
