As classrooms worldwide become diverse, the ways teachers engage children in literacy learning must be inclusive to accommodate the multitude of languages spoken. Multimodal literacy practices using digital tools provide innovative opportunities for emergent bilinguals to express their meaning-making processes. This paper details a year-long investigation into the multimodal literacy practices of eight young children who spoke different languages within an English-only classroom setting. The children showcased their reading comprehension through digital ensembles produced in responses to picturebooks. Transcribed small group interactions were analyzed to capture how one mode influenced another, and content analysis was applied to the student work samples. The findings reveal specific ways the emergent bilinguals transformed available resources to make sense of texts.

随着世界各地的教室变得多样化，教师让儿童参与识字学习的方式必须具有包容性，以适应多种语言。使用数字工具的多模式识字实践为新兴的双语者提供了创新的机会来表达他们的意义创造过程。本文详细介绍了对八名在纯英语课堂环境中讲不同语言的幼儿的多模式识字实践进行的为期一年的调查。孩子们通过根据绘本制作的数字合奏展示了他们的阅读理解能力。分析转录的小组互动以捕捉一种模式如何影响另一种模式，并将内容分析应用于学生工作样本。