Multimodal representations of identity in the English-as-an-additional-language classroom in South Africa

摘要: This paper explores the multimodal engagement of English-as-an-additional-language (EAL) students in a classroom Johannesburg. Within social semiotic framework, and using constructions design identity to understand students' engagement, argues that representations offer EAL from under-resourced contexts opportunities for creativity agency redesign meaning. It demonstrates how they use provided reconstruct their identities as black South Africans communicate sense own world. The analysis focuses on two texts produced by – digital narrative text poetry performance illustrate with literacy. concludes an examination broader implications teaching learning EAL.