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Keywords: Multilingual learners, Virtual Learning, Online Learning, Translingual, Transmodal
The rapid evolution of communication technologies, compounded by the impact of the COVID-19 pandemic, has significantly expanded the utilization of virtual learning formats such as online, blended, and hybrid learning across various educational levels and settings. Nevertheless, the shift to virtual learning has presented challenges for many educators and students, particularly those lacking the experience (and desire) to teach and learn via this modality. For multilingual learners (MLs) who must navigate the virtual learning environment in a new language, virtual learning can be particularly challenging when the learning process involves a significant amount of reading and writing tasks without learner support (Sailsman, 2020). Educators and researchers have raised concerns about MLs' experiences and comfort in using new apps, websites, and online resources in a second or additional language, as well as their ability to learn independently without personalized support (Rajendram et al., 2022; Robertson, 2020; Sailsman, 2020).
Despite these challenges, virtual learning also provides opportunities for educators to develop innovative and creative methods to engage MLs in learning. Maamuujav et al. (2019) argue that "the evolving landscape of contemporary literacy calls for educators to revamp their instructional practices and utilize digital tools in an effective and efficient manner to deliver lessons and support students' learning" (p. 2). In this article, I propose a translingual and transmodal approach (De Costa et al., 2017; Newfield, 2017) that stems from the theories of translanguaging (Canagarajah, 2020; Garcia & Otheguy, 2020; Li, 2022) and multimodality (Jewitt, 2006; Kress, 2010). Additionally, I share strategies that educators can employ to leverage virtual learning environments in designing instructional activities that are meaningful and equitable for MLs.
Who are Multilingual Learners?
In the context of the United States, multilingual learners (MLs) are students who use a language other than English in school, at home, and/or in the community (Grapin et al. 2023; Ryu, 2019). MLs represent 10.3% of the students in public schools (National Center for Education Statistics, 2023), and they are the fastest-growing population in the US. The National Education Association (2020) predicts that by 2025, 25% of the students will be MLs. The reality is that most U.S. instructors will likely have multilingual learners in their classrooms, regardless of the modality...