Abstract
This chapter explores methodological challenges in understanding the relationships between processes, products, and perspectives within digital multimodal composition. Using examples from a research project concerning multilingual and multimodal composing in an eighth-grade classroom in the United States, the authors describe specific challenges – and possible avenues forward – in relation to screen-capture software, student retrospective design interviews, and multimodal timescapes. The chapter concludes with implications from these challenges for research and instruction for emergent bilingual students.
Publisher
John Benjamins Publishing Company