Digital Tools and Multimodality Integrated in the L2 Classroom

Digital tools and multimodality
As Elola and Oskoz (2017) pointed out, if traditionally literacy and literacy learning referred to the acquisition of the set of decoding and encoding skills needed to read and write, using all the letters and characters of a foreign alphabet or writing system in the context of fixed, rule-governed, monomodal, and static linguistic elements (Penycook, 2001), the inclusion of digital tools has redefined the notion of literacies “as social practices that are fluid, sociocultural, multimodal, and dynamic” (Chen, 2013, p. 143) that are practiced “by individuals as parts of larger groups” (Thorne & Reinhardt, 2008, p. 259), and that follow the goals of both writers and readers and the social relationships between them (Hafner, Chik, & Jones, 2013). In terms of heritage language (HL) and second language (L2) learning, the digital–mobile connection, therefore, has redrawn the literate borders of language in the HL and L2 classroom, expanding the print-centered skills of HL and L2 learning to a digital multimodal (the integration of two or more communication modes) practice.
Yet, despite the increased integration of multimodal texts in the L2 classroom (Allen & Gamalindo, 2021; García-Pastor, 2020; Oskoz & Elola, 2016; Vinogradova, 2014) which include a variety of semiotic sources (e.g., images, sounds, gestures), the body of research that examines multimodal text creation from established theoretical (e.g., sociocultural theory, social semiotics) and pedagogical frameworks (e.g., task-based learning) is still limited. Also, current approaches to multimodal texts, have not presented the intrinsic value and clear role of multimodality in L2 curricula.
To what extent are multimodal texts integrated in your the L2 classroom? What does the current work of research tell us about multimodal creation in the HL/L2 class? How does the inclusion of additional semiotic sources (e.g., images, sounds, gestures) influence (or should influence) your students’ oral and written performance in the language class? Think of development of diverse skills (e.g., listening, reading, speaking, writing), identity, agency, and multilingualism. How can multimodal texts be embedded in the L2 curricula at both the K–12 and the college level in a manner that while helping HL/L2 develop their language skills also take into account issues of identity, agency, and multilingualism and translingualism?
For each blog:
• Choose a photograph (copyright free) as a feature image.
• Define the topic / concept to be written about.
• Write at least 400 words in your post. You can add more images if they help you illustrate your topic.
• Look for three references, at least, to help you delve into the subject (Wikipedia is not valid). Also add the references of your copyright free images.
• Include the appropriate category or categories. Attention, it is possible that your entry may have more than one category.
• Read the blog of three other people in class and give them comments (e.g., what have you learned that you did not know, what else would you like to know, what more information do you know that could be added).
• After reading the comments of the classmates, respond to your classmates giving the information requested.
References to Digital tools and multimodality
As Elola and Oskoz (2017) pointed out, if traditionally literacy and literacy learning referred to the acquisition of the set of decoding and encoding skills needed to read and write, using all the letters and characters of a foreign alphabet or writing system in the context of fixed, rule-governed, monomodal, and static linguistic elements (Penycook, 2001), the inclusion of digital tools has redefined the notion of literacies “as social practices that are fluid, sociocultural, multimodal, and dynamic” (Chen, 2013, p. 143) that are practiced “by individuals as parts of larger groups” (Thorne & Reinhardt, 2008, p. 259), and that follow the goals of both writers and readers and the social relationships between them (Hafner, Chik, & Jones, 2013). In terms of heritage language (HL) and second language (L2) learning, the digital–mobile connection, therefore, has redrawn the literate borders of language in the HL and L2 classroom, expanding the print-centered skills of HL and L2 learning to a digital multimodal (the integration of two or more communication modes) practice.
Yet, despite the increased integration of multimodal texts in the L2 classroom (Allen & Gamalindo, 2021; García-Pastor, 2020; Oskoz & Elola, 2016; Vinogradova, 2014) which include a variety of semiotic sources (e.g., images, sounds, gestures), the body of research that examines multimodal text creation from established theoretical (e.g., sociocultural theory, social semiotics) and pedagogical frameworks (e.g., task-based learning) is still limited. Also, current approaches to multimodal texts, have not presented the intrinsic value and clear role of multimodality in L2 curricula.
To what extent are multimodal texts integrated in your the L2 classroom? What does the current work of research tell us about multimodal creation in the HL/L2 class? How does the inclusion of additional semiotic sources (e.g., images, sounds, gestures) influence (or should influence) your students’ oral and written performance in the language class? Think of development of diverse skills (e.g., listening, reading, speaking, writing), identity, agency, and multilingualism. How can multimodal texts be embedded in the L2 curricula at both the K–12 and the college level in a manner that while helping HL/L2 develop their language skills also take into account issues of identity, agency, and multilingualism and translingualism?
For each blog:
• Choose a photograph (copyright free) as a feature image.
• Define the topic / concept to be written about.
• Write at least 400 words in your post. You can add more images if they help you illustrate your topic.
• Look for three references, at least, to help you delve into the subject (Wikipedia is not valid). Also add the references of your copyright free images.
• Include the appropriate category or categories. Attention, it is possible that your entry may have more than one category.
• Read the blog of three other people in class and give them comments (e.g., what have you learned that you did not know, what else would you like to know, what more information do you know that could be added).
• After reading the comments of the classmates, respond to your classmates giving the information requested.
Allen, H. W. & S. Gamalinda (2021). Making Podcasts in the Collegiate French Writing Course. Calico Journal 38(1), 1–16
Chen, H. I. (2013). Identity practices of multilingual writers in social networking spaces. Language Learning & Technology, 17(2), 143–170.
García-Pastor, M. D. (2020). “Researching identity and L2 pragmatics in digital stories: A relational account”. CALICO Journal, 37 (1), 46–65. https://doi(dot)org/10.1558/cj.38777
Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Language Learning & Technology, 19(3), 1–7.
Oskoz, A., & Elola, I. (2016). Digital stories: Bringing multimodal texts to the Spanish writing classroom. ReCALL, 28(3), 326–342. https://doi(dot)org/10.1017/S0958344016000094
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Erlbaum. https://doi(dot)org/10.4324/9781410600790
Thorne, S. L., & Reinhardt, J. (2008). “Bridging activities,” new media literacies, and advanced foreign language proficiency. CALICO Journal, 25(3), 558–572. https://doi(dot)org/10.1558/cj.v25i3.558-572
Vinogradova, P. (2014). Digital stories in heritage language education: Empowering heritage language learners through a pedagogy of multi literacies. In T. G. Wiley, J. K. Peyton, D. Christian, S. C. K. Moore, & N. Liu (eds.), Handbook of heritage, community, and native American languages in the United States research, policy, and educational practice (pp. 314–323). New York: Routledge.
References
Allen, H. W. & S. Gamalinda (2021). Making Podcasts in the Collegiate French Writing Course. Calico Journal 38(1), 1–16
Chen, H. I. (2013). Identity practices of multilingual writers in social networking spaces. Language Learning & Technology, 17(2), 143–170.
García-Pastor, M. D. (2020). “Researching identity and L2 pragmatics in digital stories: A relational account”. CALICO Journal, 37 (1), 46–65. https://doi(dot)org/10.1558/cj.38777
Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Language Learning & Technology, 19(3), 1–7.
Oskoz, A., & Elola, I. (2016). Digital stories: Bringing multimodal texts to the Spanish writing classroom. ReCALL, 28(3), 326–342. https://doi(dot)org/10.1017/S0958344016000094
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Erlbaum. https://doi(dot)org/10.4324/9781410600790
Thorne, S. L., & Reinhardt, J. (2008). “Bridging activities,” new media literacies, and advanced foreign language proficiency. CALICO Journal, 25(3), 558–572. https://doi(dot)org/10.1558/cj.v25i3.558-572
Vinogradova, P. (2014). Digital stories in heritage language education: Empowering heritage language learners through a pedagogy of multi literacies. In T. G. Wiley, J. K. Peyton, D. Christian, S. C. K. Moore, & N. Liu (eds.), Handbook of heritage, community, and native American languages in the United States research, policy, and educational practice (pp. 314–323). New York: Routledge.