The current study explores the connection and affordances of talk and gesture in collaborative science problem-solving activities using an emerging analytical approach. A total of 15 three to five-member groups of middle school students participated in a set of clinical collaborative science problem-solving activities. Six groups (three low- and…

Research in languages and literacies in science education (LLSE) has developed substantial theoretical and pedagogical insights into how students learn science through language, discourse, and multimodal representations. At the same time, language is central to the functioning of generative artificial intelligence (GenAI). On this common basis…

Language and literacy are inextricably linked with identity, yet most children experience children's literature in schooling contexts in only one language. For many students, this language is not their home or preferred language, so they rarely, if ever, see their home language represented in school and children's literature. While the number of…

Young children draw from verbal and nonverbal input to make meaning from texts, a skill that is foundational for later reading comprehension and academic achievement. However, prior studies have focused solely on teachers' verbal input during prekindergarten read-alouds. We examine four Black, female prekindergarten teachers' multimodal enactments…

During instruction, students are typically presented with new information through several modalities, such as through language and images. Students need to attend to these different modalities and integrate the information in both in order to learn and generalize from instruction. Many studies have shown that the features of each modality, such as…

During instruction, students are typically presented with new information through several modalities, such as language and images. Students need to attend to these different modalities and integrate the information in both in order to learn and generalize from instruction. Many studies have shown that the features of each modality, such as the use…

Minimal expressions are at the heart of interaction: Interjections like "Huh?" and "Mhm" keep conversations flowing by establishing and reinforcing intersubjectivity among interlocutors. Crosslinguistic research has identified that similar interactional pressures can yield structurally similar words (e.g., to initiate repair…

To understand how verbal, visual, and actional modalities serve dual language bilingual education instruction and learning in the preschool activity of Morning Circle (MC), we ask: (a) What is the nature of teachers' transmodal practices to facilitate MC activity? (b) How do teacher pairs orchestrate transmodal practices across MC activities?…

Language in CLIL is dependent on the subject that embraces it, as it is the case of Physical Education. The present descriptive exploratory case study examines how content and language are integrated into Physical Education lessons with CLIL in secondary education. It applies the Cognitive Discourse Function construct as a heuristic to analyse 19…

As literacy curricula around the world expand to include multimodal meaning-making, the challenge that remains is how teachers can design engaging and effective learning experiences in this context and the nature of their guidance to students in developing their multimodal literacy. Our paper focuses on the topic of multimodal composing, where…

Our reflexive study responds to the need for learning about translanguaging and multimodality as entangled pedagogies in non-English-dominant contexts from teachers' perspectives. This conceptual-empirical article re-examines a yearlong ethnographic study which traced how a community of seven in-service English language teachers in Colombia and…

Indigenous language rights and identity practices are marginalised in education, bringing a need for mainstream educators to understand and respect Indigenous ways of knowing, being, and sharing knowledge. Engaging elementary students (ages 4.5 to 12 years), the cross-cultural participatory research was conducted for three years to understand…

While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration…

The United States is the biggest resettlement country of refugees referred by the United Nations High Commissioner for Refugees; however, educational resettlement efforts have been unsuccessful in responding to the needs of refugee students, and educational research has thus far presented a deficit-oriented narrative that ignores the skills and…

Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study…