An Argument for a Multimodal, Online System to Support English Learners' Writing Development

Abstract

This chapter describes a technology-centered intervention project to demonstrate the benefits of a multimodal, Web-based platform, STEPS to Literacy, for teaching academic writing to Latina/o adolescent learners of English. After laying out a theoretical and empirical rationale, the authors provide details about the design features and instructional approach that support student writing. Next, an example is given of the use of STEPS in the classroom, in which eighth-grade students with the teacher's guidance analyze multimodal documents, take notes, and write an essay for a unit on the Civil Rights Movement. A summary of the benefits of such an online system for academic writing development is outlined, and a set of points for teachers to consider for planning and implementation in the classroom concludes the chapter.