Integrating Multimodality into First-Year Composition: Exploring Issues of L2 Writing Teachers’ Agency (Download PDF)
Xiao Tan, Department of English, Arizona State University; Paul Kei Matsuda, Department of English, Arizona State University
Including multimodal literacy into second language (L2) writing courses presents unique opportunities as well as daunting challenges for both multilingual writers and their teachers. Previous studies focused heavily on writing teachers’ concerns (e.g., Yi & Choi, 2015). This study, however, proposes to move the conversation one step forward by looking at the “bright side” of teaching multimodal literacy. In this empirical study, we ask the guiding question “How do novice L2 writing teachers achieve agency in the process of integrating multimodal literacy?” The study was conducted over an academic year in the first-year composition (FYC) setting. Data included multiple semi -structured interviews and teaching documents. The findings suggest that the participants have actively challenged the assumptions of literacy, sought opportunities for professional development, bridged teaching and their daily literacy activities, and negotiated with existing policies and dominant discourses. Their agency is deeply rooted in the past experiences with multimodal literacy and mediated by their future aspiration to become literacy scholars. The study also highlights teachers’ reflective practices and positive emotional responses. The article concludes with implications for future teacher development.
