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This article examines how insights from multimodal theory and research may assist teachers working with a range of multicultural students, for whom English is not their first language, in a typical urban classroom. These students have previously been referred to as 'English as a Second Language Learners' (or ESL) in Australia while recently the term has been changed to the more inclusive term referring to students who have 'English as an Additional Language or Dialect' (or EAL/D). We suggest that working in a 21st century digital environment provides such students with different pathways to access school academic literacies of English. The reason for taking this approach to the topic is found in the literature that reminds us of the diverse nature of language needs of students in schools in our multicultural society as well as an awareness of the pervasiveness of technological change in a globalised society.

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Journal Article

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