A framework for critically analyzing multimodal texts for English Language Learners through intermodal complementarity
Authors: Stewart Olivia G. , González Jordan , Midgette Ekaterina 
Published: January 2025

Purpose

This work examines the role of critical framing in using multimodal texts to engage English Language Learners (ELLs) in reading comprehension activities in the new language. A framework is presented to systematically elicit student perspectives on contemporary domestic and global issues, capitalizing on the affordances of using intermodal complementarity and criticality to enhance ELLs’ representation and autonomy in the classroom.

Design/methodology/approach

This framework emphasizes planning and preparation through an understanding of students’ backgrounds and linguistic repertoires, language scaffolding and cultural connections to multimodal texts during instruction and opening spaces for ELLs to critique multimodal texts to be aware of forces that produce and reproduce social inequities within these texts.

Findings

We provide instructional strategies to support critical discussion for new language development and a means for qualitative researchers to observe and discuss this dynamic process.

Research limitations/implications

The research implications of this study highlight the importance of multimodal literacies in enhancing ELLs' engagement and critical thinking. The proposed framework can aid researchers in observing classroom practices, focusing on complementarity to develop a common metalanguage for analyzing texts. This approach empowers ELLs to articulate and critique multimodal texts, moving beyond traditional language instruction to foster authentic, culturally responsive language competence. It suggests that critical media literacy can bridge gaps between dominant and marginalized discourses, promoting social justice and empowering ELLs to participate in student-centered learning.

Practical implications

The practical implications of this study highlight the integration of multimodal texts in teaching ELLs to enhance their engagement and comprehension. By using a framework that emphasizes planning and preparation, educators can tailor instruction to students' linguistic backgrounds and cultural experiences. This approach encourages critical analysis of multimodal texts, fostering student autonomy and allowing them to critique social inequities. The framework also provides instructional scaffolds, enabling ELLs to develop language proficiency and critical thinking skills, ultimately making literacy practices more authentic and culturally responsive.

Social implications

The social implications of this study emphasize the need for inclusive literacy practices that empower ELLs by recognizing and valuing their cultural and experiential diversity. By critically analyzing multimodal texts, ELLs can engage with content that challenges traditional power dynamics and promotes social justice. This approach allows students to interrogate and reimagine texts, fostering a deeper understanding of social structures and encouraging equitable discourse. The framework supports bridging the gap between dominant and marginalized discourses, enabling ELLs to connect their learning with local and global communities.

Originality/value

While qualitative researchers have explored the benefits of these elements, a framework that connects and reflects these complex pedagogical decisions of educators and researchers in the classroom is needed.