Multimodal Composition and Language Empowerment: Lessons from a Multilingual Classroom

Tika Lamsal

Identifying multimodal writing skills of multilingual students and channeling such skills for the purpose of meaningful pedagogy remains a challenge in our composition classes. This study analyzes multimodal projects by two multilingual students in a composition class to offer some strategies that cater to the needs of multilingual students across colleges and universities. Through multimodal writing, multilingual students do not only explore their cultural, transnational, and language identities, but also showcase digital writing skills to succeed both academically and professionally across diverse contexts.