Empowering English as an Additional Language students through digital multimodal composing

While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how composing employed interrogate challenge the entanglements of language, immigration status power. This article explores 23 primary-aged English as an Additional Language (EAL) (Years 3–6) engaged in context after-school multiliteracies programme one Australian school. Conceptualising bridge access transform codes power, participating selected used different resources their texts while challenging redefining dominant discourses based on lived experiences interests. The study found that both pre-service teachers value having technologies experimenting with range multilingual create texts, which reflected cultural linguistic identities. findings illustrate creation allows reposition themselves knowledgeable active meaning-makers strategic support from peers.