multimodal-pedagogy
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- PaperTESOL Quarterly8 Jul 2026
GenAI ‐Assisted Digital Multimodal Composing in TESOL Teacher Education
Benjamin Luke Moorhouse, Christoph A. Hafner, Tsz Ying Ho
This study explored how pre-service TESOL teachers integrated GenAI tools into a digital multimodal composing (DMC) project, where they composed a website at a Hong Kong university. Teachers used GenAI selectively for content creation (e.g., images, videos) and as a partner in idea generation and feedback, which fostered creativity, digital literacy, and critical reflection. Concerns about AI reliability and contextual constraints highlight the need for experiential learning and ethical guidance in TESOL teacher education.
Original abstract
This study explored how pre‐service TESOL teachers integrated GenAI tools into a Digital Multimodal Composing (DMC) project, composing a website, at a Hong Kong university. Specifically, it explored their decision‐making and cognitive engagement in the DMC process when they had autonomy in the use of GenAI tools. Drawing on a social practice perspective of literacy, the research explores how GenAI supports or complicates multimodal composing and the professional learning outcomes for TESOL pre‐service teachers. Data were collected through group and individual interviews with stimulated recall and analysis of group project websites. Findings reveal that all ten participating groups used GenAI tools, though in selective and strategic ways influenced by perceptions of tool efficiency, capabilities, authenticity, meaning‐making, and desired degree of involvement. GenAI was employed both for creating multimodal content (e.g., images, videos, and summaries) and as a partner in the composing process (e.g., idea generation and feedback). The DMC project fostered creativity, digital literacy, and critical reflection, with participants reporting increased confidence in multimodal and AI‐assisted pedagogies. However, concerns about AI reliability and contextual constraints in future teaching environments were identified. The study highlights the importance of experiential learning, explicit guidance, and ethical awareness for integrating AI and DMC in TESOL teacher education, offering practical implications for curriculum design in the GenAI era.
- PaperTESOL Journal8 Jul 2026
Multimodal Disciplinary Literacy and Teacher Agency: An Ethnographic Case Study in an Elementary ESOL Classroom
Shuang Fu, Leslie Johnson
An ethnographic case study examined how an elementary ESOL teacher in a rural U.S. school enacted agency to engage multilingual learners in disciplinary literacy through inquiry-based, multimodal science lessons. The study identified three key strategies: centering students' everyday experiences in science modeling, leveraging multimodal representations for conceptual and linguistic development, and fostering dialogic routines that positioned multilingual learners as capable contributors to scientific discourse. Findings argue for broadening disciplinary literacy in science to include multilingual and multimodal ways of knowing, especially in under-resourced schools.
Original abstract
This study explores how an elementary ESOL teacher in a rural U.S. school enacted agency to support multilingual learners' (MLs) engagement with disciplinary literacy in science. Drawing on frameworks of disciplinary literacy and multimodal pedagogy, the study investigates how science instruction can move beyond remediation and instead foster MLs' full participation as sense‐makers and knowledge producers. Through ethnographic case study methods, including classroom observations, interviews, and student artifacts, we examine how the teacher co‐constructed inquiry‐based, multimodal science lessons that integrated language and content learning. Findings highlight three interrelated instructional strategies: (a) centering students' everyday experiences in science modeling, (b) leveraging multimodal representations to support conceptual and linguistic development, and (c) fostering dialogic routines that positioned MLs as capable contributors to scientific discourse. Set in a rural context, the study underscores the critical role of ESOL teacher agency in reimagining science education for equity. We argue that disciplinary literacy in science must be broadened to include multilingual, multimodal ways of knowing and doing, especially in under‐resourced schools. This work contributes to growing conversations about how rural educators can enact linguistically inclusive, inquiry‐driven science instruction that affirms the identities and assets of MLs.