Creating more opportunities through multimodal literacy and positioning in online and in-person Chinese heritage language classrooms

Abstract

The manuscript describes Chinese immigrant children’s literacy and identity in online and in-person Chinese heritage language classrooms. The theoretical perspectives on multimodality and positioning theory are utilized as theoretical perspectives. The data were collected with the same heritage language teacher and the students during the COVID-19 and post-pandemic. Data sources included field notes based on observations, video recordings of class conversations, and interviews with the teacher. The findings present similar and different patterns in relation to multimodal literacy activities in both online and in-person settings. The findings also show that the students’ identities shifted in these settings. Implications include offering more multimodal activities for immigrant children in both settings in the post-pandemic period, providing more digital tools and resources for the children, and calling more attention from funding agencies to support heritage language education.