A multimodal model for analyzing middle school English language learners’ digital stories

Abstract

In response to the rapid development of digital literacies, this paper introduces a new multimodal framework for analyzing digital stories. Drawing on systemic functional linguistics, the four-part framework includes representational, interpersonal, compositional, and sociocultural dimensions.Using the analytical framework, this qualitative case study illuminates how two middle school ELLs remixed multimodal semiotic resources to articulate their feelings, develop their identities, and reflect on their learning. Data include classroom observations, semi-structured interviews with students, and digital stories. All were analyzed inductively.Findings demonstrate how articulating voice and communicating feelings often involved “remixing”—a process where ELLs use design thinking to combine new and existing artifacts, and produce new meaning through their digital stories. The analytical framework also illuminates ELLs’ dynamic expressions of and reflection on their identities. The analysis shows how ELLs felt empowered by the opportunity to use digital stories as a platform for sharing their own cultural backgrounds and personal feelings.The study shows how ELLs can benefit from the multimodal literacies afforded by digital storytelling. Our new multimodal analytical framework also demonstrates how a holistic analysis of digital stories can be achieved, and provides guidance on how to support the effective use of digital storytelling as a pedagogical tool for both ELLs and mainstream students.