Virtual Presentation Details
Click on the presentation titles to view the summaries.
(If you prefer, you can download the list of Virtual Presentations here [PDF].)
Almijiwl, Wala Fahad A. (Newcastle University) and Satar, Müge (Newcastle University)
Multimodality and Translingual Practices in Teletandem: A Case Study
This presentation will discuss how multimodality and translingual practices enable low proficient language learners to communicate both in English and in Portuguese during teletandem practice. The social semiotic analysis showed that participants displayed semiotic agility and engaged in transformative processes of transformation, transduction and mimesis for successful communication.
Amgott, Natalie (Carnegie Mellon University)
Analyzing and Disseminating Multimodal Research: Tensions and Opportunities
This systematic review aims to unveil the tensions and opportunities of analyzing and disseminating research on L2 digital multimodal composing. Results reveal that gesture remains understudied and that academic journal publishers lack the means to embed video visualizations. The presentation will end with open discussion about L2 multimodal data.
Belmont Flores, Elsa (Brown University)
Social Justice, Multimodality, and Multiglossia in the Arabic Classroom
This presentation underscores Multimodality and Social Justice Standards as frameworks for preparing Arabic students for multiglossic communication. Practical strategies will be identified for integrating a multidialectical approach into the Arabic curriculum, including examples of multimodal projects implemented in the Arabic classroom engaging the role of multiglossia in transnational activism.
Compagnoni, Ilaria (Ca’ Foscari University of Venice)
Fostering Language Students’ Multiliteracies through Digital Storytelling
Digital storytelling in language education may enhance students’ multiliteracies though agency and participation. However, literature lacks indications on how digital storytelling can help multiliteracies development. This presentation addresses this gap by showing the results of task-based language learning activities conducted with the digital storytelling platforms Wakelet and izi.Travel.
Cremona, George (University of Malta)
Underrepresented Modes in Second Language Secondary Classrooms: A Comparative Case Study
This presentation – through empirical data collected from the different learning contexts – will identify the constantly underrepresented modes within the secondary second language learning contexts. After this, the presentation will offer suggestions (as a conclusion) through which these underrepresented modes may gradually start becoming more frequent and represented modes.
Ellaga, Heshell S. (Southern Luzon State University) and Nino Valdez, Paolo (De La Salle University)
Multimodality in Teaching Health Literacy: A Linguistic Landscape Study
Exploring the linguistic landscape of health spaces, the language and visual displays of multimodal materials allow for teaching health literacy. Ultimately, this points to how multimodal literacy is not an end in itself but a means to facilitate health literacy.
Ferro, Jeferson (Uninter), Silva, Edna Marta Oliveira da (Uninter) and Rocha Cruz, Fabielle (Uninter)
Online Teaching to Pre-Service English Teachers in Brazil, Multiliteracy Insights
After one year of running an online program for pre-service English teachers in Brazil, we discuss issues concerning their performance and engagement in the course. We look at the course’s pedagogical procedures and assignments, taking into consideration key principles of the pedagogy of multiliteracies.
Floyd, Rachel Marie (University of Arizona)
Spanish-English- and English-User Identities and Literacy Play
This study reports on the analysis of multimodal student projects and student reflections in an introductory-level language classroom. This presentation will explore how students engaged in literacy play, the relationship between their identities and the play they engaged in, and the differences in the kinds of play used between genres.
Genis, Gerhard (University of Pretoria), Byrne, Deirdre (University of South Africa), Liebenberg, Xanya (University of South Africa), and Phiri, Eunice (Teacher, South Africa)
Trains, Toys, Toothpicks: Multimodal Poetic Creativity in South African Contexts
This study reports on the analysis of multimodal student projects and student reflections in an introductory-level language classroom. This presentation will explore how students engaged in literacy play, the relationship between their identities and the play they engaged in, and the differences in the kinds of play used between genres.
Hauck, Mirjam (The Open University) and Satar, Müge (Newcastle University)
The Role of Symbolic Competence in Critical Virtual Exchange
We will introduce Critical Virtual Exchange (CVE) and its defining elements and present and discuss multimodal products from CVEs. We will illustrate how they reflect varying levels of multimodal communicative competence and semiotic skills – also referred to as “symbolic competence” – and thus Critical Digital Literacy.
Janssen Sanchez, Brianna (Southern Illinois University Carbondale) and Dinc, Mert (Southern Illinois University)
‘Croc, Croc, Cantaba la Rana’: Multimodality in Kindergarten Literacies-Based Curriculum
Two researchers discuss a case study of an in-service kindergarten Spanish immersion teacher’s experiences with integrating multimodal authentic texts and technologies in literacies-based lesson designs. Implications for world language and bilingual teacher education and multimodality in the K-12 world language and immersion context are explored.
Kim, Grace (Bucknell University)
Multimodality in Translanguaging Pedagogies for Biliteracy
Translanguaging pedagogies draw upon all meaning-making modes. By drawing upon the data from a research study conducted in a 2nd grade Spanish Language Arts class at a Spanish-English dual language bilingual education school, this presentation will illustrate how teachers use multimodality to support students’ language learning and biliteracy development.
Lamb, Maureen (Ethel Walker School)
Benefits of Multimodal Literacies for Neurodiverse Students
When teachers integrate multimodal approaches to literacy in the second language classroom, this communicative diversity can create a more accessible classroom environment for neurodiverse students. By using a wide variety of communication techniques, teachers can create activities that reach more students and enhance the learning experience for all students.
Lee-Smith, Angela (Yale University)
More Than Language: Communicating through Multimodal Meaning-Making
How do people make meaning in the 21st century? This presentation demonstrates how to encourage language learners to communicate through multimodal languaging in a real-world context. Sample multimodal designs in world language classrooms at all levels will illustrate how students experience more purposeful, contextualized, and meaningful language learning and application.
Liu, Yingxue (The University of Hong Kong)
Design for L2 Learners’ Multimodal Literacy through Digital Multimodal Composing
Digital multimodal composing (DMC), a literacy practice where students employ digital tools to orchestrate multimodal texts has gained momentum in L2 learning. This study explores how we can best design for L2 students’ multimodal literacy development through integrating social and emotional learning into DMC in English language classrooms.
Mavraganis, Vasilis (University of Patras)
The Implementation of the Principles of Multimodal Literacy by Teachers
The aim of our research is to study, through the collaborative observation of the researcher, the multimodal modes and the strategies that are used by educators during language teaching in four classes of the Greek primary school.
Mejía-Laguna, Jorge Andrés (Pontificia Universidad Javeriana), Oguilve, Veronica (University of Arizona), Wen, Wen (University of Arizona), Ural, Onur (University of Arizona) & Abourehab, Yousra (University of Arizona)
Creating to Learn through Multimodal Virtual Field Experiences (VFEs)
VFEs are digital experiences that are rich in multimodal ways of meaning-making. This presentation will explore how these multisensory and intercultural learning experiences can enhance language learning.
Nezami Nav, Sara (University of Michigan – Ann Arbor) and Link, Steph (Oklahoma State University)
Repurposing Research in Video Abstracts by L2 Student Researchers
This research uses social semiotics as well as genre network theories to multimodal discourse analysis of Video Abstracts that are created by L2 student researchers to repurpose their research for a varied and potentially non-expert audience. The study provides insights on how digital and multimodal literacies expand research genre networks.
Paulson, Jody (Southern Illinois University), Janssen Sanchez, Brianna (Southern Illinois University Carbondale) and Dinc, Mert (Southern Illinois University)
Exploring World Language Pedagogies Through Multimodal Visual Arts Perspectives
This presentation highlights pre-service art teachers’ perspectives of a world languages literacies-based lesson and how purposeful, interdisciplinary planning can impact pedagogical practices in both disciplines, highlighting approaches to interpretation of multimodal art and multimodal art making in the world language classroom.
Peixoto Coelho de Souza, José (The University of Manchester)
The Pedagogical Potential of Song Literacy in Second Language Teaching
This paper discusses the pedagogical potential of song literacy in second language teaching. For that, five sets of song-based teaching materials grounded on this concept are analysed. The findings reveal that having song literacy as a pedagogical framework may foster classroom practices that explore songs as a multimodal speech genre.
Radke, Katarzyne (Adam Mickiewicz University) and Hahn, Judit (University of Jyvaskyla)
Multimodal Dimensions in Virtual Exchange – Critical Moments in COIL
The presentation focuses on the role of multimodal reflections in virtual exchange, in particular on two types of project-closing reflective tasks: memes and magnifying glasses. We approach visual reflections from the perspective of pedagogical practice and highlight their beneficial aspects in lingua franca collaborative online international learning.
Shafirova, Liudmila (University of Aveiro) and Araújo e Sá, Maria Helena (University of Aveiro)
Multimodality and Plurilingual Computer-Assisted Language Education: Bibliographic Review
This study examines how multimodality is connected to multilingualism in CALL recent literature. The findings suggest that multimodality is viewed as a set of resources that can aid in the development of students’ comprehension, storytelling, use of different languages, and language learning.
Shintaku, Kayo (Villanova University)
Development of Multimodal-Rich Curricula in Japanese: Program and Classroom Practices
This presentation discusses how language curricula can apply multimodality, showcasing real-life examples of multimodal activities within a U.S. university language program. Along with anime translation and digital storytelling projects, the presenter also highlights a case study involving AR mobile game activities.
Xie, Yu (University of Regina)
An Exploration on Multimodal Literacy in TESOL: Learners’ Perception
This qualitative study explores the extent to which pre-service literacy teachers enacted a pedagogy of multiliteracies in their training and teaching experience. It will focus on the TESOL (Teaching English to Speakers of Other Languages) learners’ perception of the multiliteracies pedagogy in their programs by conducting an ethnographic case study.
Xu, Wei (University of Arizona) and Klimanova, Liudmila (University of Arizona)
Within “Participatory Spectacles”: Multimodal Identity Construction in a Digital Genre
Situated in the framework of “participatory spectacles”, this case study applies multimodal analysis to examine how a Chinese microcelebrity and vlogger, Liziqi, constructs her complex online cultural identity through multimodality, and how multilingual commentary by her Youtube and Weibo audience enhances her desired online persona.
Yang, Yu-Feng (National Sun Yat-sen University)
Cultivating Multimodal Literacies for Environmental Communication
This study aims at investigating how a multimodal pedagogy informed by the Knowledge Process framework in the pedagogy of multiliteracies (Cope & Kalantzis, 2015) can facilitate ELLs’ multimodal composing for environmental communication. How criticality verses creativity plays a role in ELLs’ multimodal environmental communication will be emphasized.
