In this article, we use multimodality to examine how bilingual students interact with an area task from the National Assessment of Educational Progress in task-based interviews. Using vignettes, we demonstrate how some of these students manipulate the concrete materials, and use gestures, as a primary form of structuring their explanations and…

Revision has been studied mostly from a language centric viewpoint. It is an understudied topic and oftentimes viewed as an afterthought in classrooms rather than a central facet at the heart of quality writing. The focus of this article is on teaching revision via multimodality as a way to serve all students, especially gifted students. This…

We contend that multimodal literary responses offer a space for students to integrate art in the interactive composing process in a way that fosters creativity that normative schooling practices often foreclose. In this qualitative study of three African American fifth-grade students' design processes, we theorize literacy as embodied to analyse…

This study investigated how 22 advanced-low proficiency ESL students used computer-based multimodal composing activities (CBMCAs) to facilitate self-revision and learn English through academic writing in the USA. The CBMCAs involved a combination of writing, listening, visual analysis, and speaking activities. The research was framed within an…

This study examines whether and how an adaptive equity-oriented pedagogy can address diverse college students' needs and preferred modes of learning. Using a mixed-methods approach, we evaluated this pedagogical intervention that synthesizes democratic, assessment-driven, strengths-based, multimodal, and game-based instructional strategies. This…