Using a conversation analysis (CA) framework, this study investigated how kindergarten-aged learners took initiative during classroom interactions through multimodal communication resources. Over a thirteen-week period, data was collected from kindergarten English classroom interactions between two male native English-speaking teachers (NESTs) and…

This study investigates the multimodal construction of blame attributions in peer interaction during digital tasks in English as a Foreign Language classrooms. Drawing on multimodal conversation analysis (CA), we examine how the force of blamings is manifested in and through the variety of resources used, and the role of digital devices in the…

The challenges inherent in mastering academic content in a new language are many. When it comes to learning science in U.S. high schools, English learners (ELs) confront these on a daily basis. In an effort to document expert language/content instructional strategies, we analyze Mrs. B's sheltered high school biology class, made up of ELs from…

This study is anchored on two positions: that every communication is multimodal and that different modalities within multimodal communication have particular affordances. Written and oral language and other modalities, such as body language and audio/visual media, are interwoven in classroom communication. What might it look like to strategically…

This article reports the results of an ethnographic research about the multimodal science discourse in a sixth-grade sheltered classroom involving English Language Learners (ELLs) only. Drawing from the perspective of multimodality, this study examines how science learning is constructed in science lectures through multiple semiotic resources,…