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.