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Multimodality and Authentic Communication in a World Language Classroom

I am a Spanish teacher at a high school in Canarsie, Brooklyn. This past school year I participated in TCICP's Inquiry-to-Action teams upon the recommendation of several colleagues who had participated in past years. Beginning my sixth year of teaching, I was interested in developing new approaches in the classroom to ensure all learners could access the content and have a voice in shaping their learning. I had previously incorporated visual art, music, dance, and media in my classes so I selected the Multimodal Literacy inquiry group as an extension of the work I was already doing. The following outlines my experience this year exploring multimodality, literacy, and accessibility to encourage students to communicate in Spanish in authentic ways in my classroom with the constant support of my wonderful fellow educators in my inquiry group.