Multimodal Composing in K-16 ESL and EFL Education

Prologue.- Part I Multilingual writers' engagement with multimodal composing.- 1 Multimodal and multilingual co-authoring in high school social studies ESL classrooms.- 2 Writing as multi-semiotic inquiry: Multilingual high school learners engage in immigration and globalization problem solving.- 3 "Composing multimodally"": Connecting college L2/multilingual writers in freshman composition courses in a US university and their influence on evnisioned sense of future selves.- Part II Affordances and constraints of multimodal composing in multilingual contexts.- 4 Multimodal composing with multilingual elementary students in integrated content areas.- 5 "It made me think of things in a different way": Multilingual adolescents' perspectives on multimodal prokects in the English langauge arts classroom.- 6 What do multilingual college students say about their experiences with multimodal symbolic systems?.- Part III Theoretical and methodological issues in researching multimodal composing.- 7 Multiliteracies and social semiotics perspectives in L2 multimodal compositions: Theoretical and practical considerations.- 8 Multimodality in L2 writing: Intellectual roots and contemporary developments.- 9 Methodological approaches to examining multimodal composing.- Part IV Pedagogical issues concerning employing multimodal composition pedagogy.- 10 Designing a better place: Multimodal multilingual composition.- 11 Development of literacies through multimodal writing in L2 classrooms: Challenges and prospects for teachers.- 12 Exploring the pre-service EFL teachers' learning of reflective writing from a multimodal composing perspective: Learning transfer of genre features and pedagogic knowledge.- 13 Blogging and talking: Multimodal compositing activities support text structure development by EFL university students.- Epilogue.

Dong-shin Shin is an assistant professor in the literacy and second language studies program of the University of Cincinnati. She has been pursuing research into digital literacies, multimodal composing, academic literacy in content areas, and online language teacher education. Her work has appeared in an edited volume and in numerous journals, including Computers and Composition, Language and Education, Language Learning & Technology, CALICO Journal, Written Communication, Critical Inquiry in Language Studies, and others. She co-edited a special issue of the Journal of Second Language Writing on multimodal composing in multilingual learning and teaching contexts in 2020.
Tony Cimasko is the ESL Composition coordinator in the Department of English at Miami University in Oxford, Ohio, USA, teaching courses on L2 writing theory and pedagogy as well as various writing courses. His ongoing research interests include multimodal composition, professional and pedagogical genres, and feedback practices. His work has been published in the Journal of Second Language Writing, Computers and Composition, English for Specific Purposes, Written Communication, and others. He was the co-editor of Foreign Language Writing Instruction: Principles and Practices.
Youngjoo Yi is an associate professor in Second, Foreign, and Multilingual Language Education at the Ohio State University. She is a co-editor of TESOL Journal, guest-edited a special issue on multimodal composing for the Journal of Second Language Writing, and has served on the editorial review boards of the Journal of Second Language Writing, TESOL Quarterly, and Literacy Research and Instruction. As a former English teacher in public middle schools in South Korea, Yi has extensive experience working with English learners, pre-service teachers, and in-service teachers in the USA and Korea. Her research has been published in various journals including Applied Linguistics, TESOL Quarterly, Journal of Second Language