Creating Multimodal Texts with Emergent Bilinguals

Emergent bilinguals bring to the classroom their funds of knowledge represented in many different forms. Only focusing on one medium or dominant discourse as the way for emergent bilinguals to communicate their literacy knowledge can label them as underperforming (Falchi et al., 2014). Emergent bilinguals express their knowledge through the use of semiotic systems. These systems include visual, auditory, spatial, and gestures which are connected to their language and represent knowledge (Falchi et al., 2014). Creating multimodal texts through the use of digital tools and other semiotic systems allows emergent bilinguals the opportunity to share their funds of knowledge. These multimodal texts are ways the classroom and home environment can connect and encourages emergent bilinguals to express their individual identity and literacy knowledge.

            Using digital tools such as iPads and laptops in the primary classroom allows emergent bilinguals to express themselves through the use of PowerPoint, iMovie, iPhoto, and voice recordings. All levels of emergent bilingual students, including those who have limited English, are able to share their literacy knowledge when using digital tools. In one third-grade classroom in Canada with a wide array of multilingual backgrounds, students from Hungary, with limited English knowledge, used laptops to create multimodal texts of their favorite places within the school. They used laptops to include photos, emoji, icons, and voice recordings in a PowerPoint to share their experiences and knowledge. Teachers can help create classroom environments for students to use their language and express themselves by providing different multimodal opportunities. By creating this environment students develop a sense of agency and this promotes students’ literacy engagement (Netignioui et al., 2014).

IPads have many tools and apps for creating multimodal texts and is another way to use technology in the classroom. Using iPads allows students to interactively write, draw, produce movies, and use voice recordings to create eBooks. This allows young emergent bilingual children the opportunity to use multiple modalities to express knowledge (Rowe & Miller, 2016). Including families in the multimodal text process helps young emergent bilinguals reach higher literacy skills (Sujin & Song, 2019). Connecting home and school experiences in the classroom creates a culturally relevant environment and increases engagement in literacy activities. Using digital tools can expand the opportunities for emergent bilinguals to engage in the classroom by communicating their knowledge.

 Emergent bilinguals use other semiotic systems to show their knowledge when creating multimodal texts. These systems allow emergent bilinguals to express their knowledge in authentic ways. Incorporating oral storytelling, music, or visual art in a balanced literacy curriculum creates opportunities for emergent bilinguals to interpret and construct meaning. Emergent bilinguals show more engagement when there are opportunities to perform in open-ended ways and when their interests are included (Falchi et al., 2014).

When working with young emergent bilinguals, a broader view of how these students express literacy knowledge needs to be valued. A narrowly defined idea of literacy in the school setting by focusing only on a dominant discourse can lead to identifying emergent bilinguals as “at-risk” (Falchi et al., 2014). Incorporating authentic experiences for emergent bilinguals using home and school connections encourages literacy learning. Creating multimodal texts by including the use of digital tools and semiotic systems allows these students to express knowledge through a variety of modes of representation. Using multimodal texts allows these students voices to be a part of the classroom environment.

Click the link to see some ideas for creating multimodal texts with emergent bilinugals.

Creating Multimodal Texts

 

Falchi, L. T., Axelrod, Y., & Genishi, C. (2014). “Miguel es un artista”-and Luisa is an   

          excellent student: Seeking time and space for children’s multimodal practices. Journal    

          of Early Childhood Literacy, 14(3), 345-366.https://doi.org/10.1177/1468798413501185

Ntelioglou, B.Y., Fannin, J., Montanera, M., & Cummins, J. (2014). A multilingual and

multimodal approach to literacy teaching and learning in urban education: A

collaborative inquiry project in an inner city elementary school. Frontiers in 

Psychology, 5, 533, 1-10. https://doi.org/10.3389/fpsyg.2014.00533

Rowe, D. W., & Miller, M. E. (2016). Designing for diverse classrooms: Using iPads and 

            digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds.   

            Journal of Early Childhood Literacy, 16(4), 425-472.

Sujin, K. & Song, K. H. (2019). Designing a community translanguaging space within a 

            family literacy project. The Reading Teacher, 73(3), 267-279.             

            https://doi.org/10.1002/trtr.1820