This dissertation considers how English for Academic Purposes (EAP) instructors can reimagine notions of academic writing by exploiting multimodal texts in ways that invite students' fuller language repertoires into the classroom. Using ethnographic data collected during the Spring 2022 semester of a college EAP class, this study argues that a multimodal approach to second language writing can help instructors reframe academic writing through a culturally responsive lens, supports students' metalinguistic awareness, and offer students new ways of thinking about language and the writing process. Each article in this dissertation uses a different framework to consider the challenges and affordances of multimodality as well as the ways in which multimodality supports culturally responsive learning for students in higher education. The first article uses discourse analysis to demonstrate how engaging with multimodal texts enacted students' deeper learning and critical thinking around the writing process. The second article uses "third space theory" (Gutierrez, 2008) to demonstrate how students co-constructed meaning in ways that were contingent on their own experiences and knowledge. Finally, the third article looks at peer-review sessions and classroom interactions across the semester to show how students developed new ways of thinking about their own language and writing practices by engaging with multimodal frameworks. This work contributes to EAP research on multimodal learning, instruction, and culturally relevant pedagogy in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]