Multimodal Literacy for Learning: Opening Multiple Pathways to Learning in a Middle School French Language Classroom

Abstract

Learning a second language is a complex task. Adopting the innovative use of a multimodal literacies approach provides young second language (L2) learners with expanded opportunities to immerse themselves in the target language. This study explored how participants utilized their multimodal literacies along with the level of investment participants displayed while learning French. This study examined four case studies, three participants and their classroom teacher, through a cross case analysis to highlight the application of multimodal literacies and assessment of assets to complete tasks, along with why participants displayed varying degrees of investment in a language learning classroom. Findings revealed that young L2 learners of French utilized their multimodal literacies in different ways to learn language with investment depending on the level of language immersion, complexity of tasks, and whether or not the tasks stimulated engagement. Participants utilized the personalized learning that multimodal literacies provide, but only if the right environment for multimodal learning is created. Multimodal environments require specific ingredients needed to optimize learning while also providing an element of built-in self assessment that is encouraged through authentic learning. Future implications include varying degrees of learning investment based on modal delivery and activity choices along with incorporating multimodal literacies into pre-service teacher education. Analyzing the language learning context of the three participants and their classroom teacher through the lens of the multimodal literacies framework has better informed perceptions of how this approach can expand language learning to be engaging, productive, immersive and conducive to lifelong learning.