The findings indicate the essential role of semiotic resources in terms of student agency, feedback, identity, and digital play.
Twelve second-grade (ages seven and eight) emergent bilingual students responded to children's literature through video posts over the course of a school year. This study builds on understanding communication from a multimodal perspective that sees the child as an active agent in their own learning. When thinking about the future, being multiliterate is important and requires learners to make, remake, and interpret signs in multiple modes. There is a need to gain insight into the ways technology positively impacts the literacy development of young children learning English as a new language given public scrutiny about the use of technology in early childhood classrooms.
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