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Abstract

Students in schools who speak multiple languages need opportunities for multimodal learning. A study was conducted to observe how middle level English Learners used multimodal (text, audio, video, imagery) resources in a Language Arts - Social Studies class. The research question was: What patterns of engagement with content, and each other, were manifest by middle level ELs while using multimodal resources in a general education history class? Qualitative case study was used to observe student work and interaction, inspect work artifacts, and interview for opinions and motivations. To learn multimodally, students (a) used approaches (whole class, small group, partner) that worked best for them and their peers; (b) focused on specific topics and skills they felt interesting and useful; (c) used Multimodal resources not only to support learning but to express thoughts and emotions; and (d) intentionally interacted educationally with peers. Findings underscore the sophistication of student strategies.

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