A Multilingual and Multimodal Framework for Studying L2 Writing

Despite a multiliteracies turn to understanding L2 writing activities, most scholars in China have continued to adopt a cognitive perspective to study Chinese students’ English composing. In this article, we argue that Chinese students have always composed English writing in a multilingual and multimodal fashion. Then, drawing on recent discussions in literacy and composition studies, we propose a multilingual and multimodal framework to study L2 composing, using both historical and practice-based approaches.