Abstract
This paper encourages teachers to move beyond the label of English language learner, and the possible connotations and limitations that may be associated with the designation, and instead expand their notions of the possibilities of working with linguistically diverse students. In this expansion, multimodality can serve as a basis for instructional strategies that would benefit multilingual learners and their classmates. Two strategies are offered, Visual Thinking Strategies and Talking Drawings. Both strategies move past the modes of reading and writing, and allow entry points via visual modalities which offers more opportunities for multilingual learners to access content and express themselves.
Recommended Citation
Barton, Reka C.
(2023)
"Beyond the Label: Multimodal Strategies for Working With Multilingual Learners,"
The Montana English Journal: Vol. 44, Article 2.
Available at:
https://scholarworks.umt.edu/mej/vol44/iss2023/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education Commons, Language and Literacy Education Commons