Adolescent ESL Students’ Interpretation and Appreciation of Literary Texts: A Case Study of Multimodality

Abstract

Abstract: This study explores how, using a multimodal approach to integrating language and content teaching, high school students with limited English proficiency can be supported to engage in rich, complex interpretations of literary works in English and to realize their interpretations linguistically in written academic discourse. Findings suggest that a multimodal approach, in combination with cooperative group work and L1 use, has considerable potential in promoting ELL students’ academic success.