Digital Synesthesia in Heritage and Second Language Writing during Collaborative and Individual Digital Storytelling

Using the social semiotic multimodal approach, this study compared transformation and transduction moves of eight Spanish heritage language learners (SHLs) six second-language (L2s) as they composed collaborative individual digital stories (DSs) in an undergraduate advanced writing class. The research analyzed learners’ composing processes regarding synesthesia when working collaboratively individually integrated written, oral, aural, visual resources. data revealed that SHLs demonstrated more frequent complex than did their L2 classmates during quest for multimodality Spanish, indicating improvement via task repetition frequency variety modes.