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ERIC Number: EJ1084765
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-1523-5882
Across Languages, Modes, and Identities: Bilingual Adolescents' Multimodal Codemeshing in the Literacy Classroom
Pacheco, Mark B.; Smith, Blaine E.
Bilingual Research Journal, v38 n3 p292-312 2015
We seek to understand how bilingual adolescent students leverage multiple languages and modes in digital composition. Using a translingual and multimodal perspective of composition, this study reports on the distinct communicative affordances associated with four students' multimodal codemeshing practices. Through analysis of students' digital products and retrospective design interviews, we found that students meshed linguistic and modal resources to engage multiple audiences, convey multidimensional and nuanced meanings, and (re)voice their subjects' experiences. We conclude with pedagogical implications for practitioners seeking to incorporate students' multilingual and multimodal meaning-making resources in the classroom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A