Prologue -- Part I Multilingual writers' engagement with multimodal composing -- 1 Multimodal and multilingual co-authoring in high school social studies ESL classrooms -- 2 Writing as multi-semiotic inquiry: Multilingual high school learners engage in immigration and globalization problem solving -- 3 "Composing multimodally"": Connecting college L2/multilingual writers in freshman composition courses in a US university and their influence on evnisioned sense of future selves -- Part II Affordances and constraints of multimodal composing in multilingual contexts -- 4 Multimodal composing with multilingual elementary students in integrated content areas -- 5 "It made me think of things in a different way": Multilingual adolescents' perspectives on multimodal prokects in the English langauge arts classroom -- 6 What do multilingual college students say about their experiences with multimodal symbolic systems? -- Part III Theoretical and methodological issues in researching multimodal composing -- 7 Multiliteracies and social semiotics perspectives in L2 multimodal compositions: Theoretical and practical considerations -- 8 Multimodality in L2 writing: Intellectual roots and contemporary developments -- 9 Methodological approaches to examining multimodal composing -- Part IV Pedagogical issues concerning employing multimodal composition pedagogy -- 10 Designing a better place: Multimodal multilingual composition -- 11 Development of literacies through multimodal writing in L2 classrooms: Challenges and prospects for teachers -- 12 Exploring the pre-service EFL teachers' learning of reflective writing from a multimodal composing perspective: Learning transfer of genre features and pedagogic knowledge -- 13 Blogging and talking: Multimodal compositing activities support text structure development by EFL university students -- Epilogue.

This book offers a comprehensive view of multimodal composing and literacies in multilingual contexts for ESL and EFL education in United States of America and globally. It illustrates the current state of multimodal composing and literacies, with an emphasis on English learners' language and literacy development. The book addresses issues concerning multilinguals' multimodal composing and reflects on what the nexus of multimodality, writing development, and multilingual education entails for future research. It provides research-driven and practice-oriented perspectives of multilinguals' multimodal composing, drawing on empirical data from classroom contexts to elucidate aspects of multimodal composing from a range of theoretical perspectives such as multiliteracies, systemic functional linguistics, and social semiotics. This book bridges the gap among theory, research, and practice in TESOL and applied linguistics. It serves as a useful resource for scholars and teacher educators in the areas of applied linguistics, second language studies, TESOL, and language education.