Approaching Composition as Showing–Telling through Translanguaging: Weaving Multilingualism, Multimodality, and Multiliteracies in a Digital Collage Proyecto Final

Couched in theories of translanguaging, multimodality, and multiliteracies, this article explores digital compositions (i.e., collages) as spaces for identity representation through the proyectos finales produced by 22 students a Spanish composition class heritage/native speakers U.S. university. Each collage was accompanied two written documents: one describing processes leading to its creation, another explaining meaning components. Qualitative content analysis used investigate submissions, with particular attention paid instances identity, experience, self-representation complex orchestrations flexible multilingual multimodal meaning- sense-making. The proyecto final is discussed terms curricular innovation courses designed racialized language-minoritized students, nature affordances translanguaging context, advancing an approach composing showing–telling.