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Language and Education Volume 33, 2019 - Issue 2: Translingual and transmodal complexity and innovation in English-language-dominant Southern schooling
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Special Issue Paper

Designing multimodal texts in a girls’ afterschool journalism club in rural Kenya

Maureen KendrickDepartment of Language and Literacy Education, University of British Columbia, Vancouver, British Columbia, Canada; Correspondence[email protected]
,
Margaret EarlyDepartment of Language and Literacy Education, University of British Columbia, Vancouver, British Columbia, Canada;
&
Walter ChemjorKabarak University, Nakuru, Kenya
Pages 123-140 | Received 02 Dec 2017, Accepted 22 Aug 2018, Published online: 27 Oct 2018

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Rosa Alejandra Medina Riveros, Maria José Botelho, Theresa Austin & Diana Angélica Parra Pérez. (2022) Teachers inquiring into translanguaging and multimodal pedagogies: emerging creative and critical entanglements during transnational professional development. Pedagogies: An International Journal 17:4, pages 323-347.
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Amir Michalovich, Maureen Kendrick & Margaret Early. (2022) Youth from Refugee Backgrounds Positioning Their Identities Through Reaction Videos. Journal of Language, Identity & Education 0:0, pages 1-16.
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Monica Shank Lauwo. (2021) Literacies and translanguaging in Africa: A critical review of sociocultural perspectives. Southern African Linguistics and Applied Language Studies 39:2, pages 210-224.
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Articles from other publishers (2)

Joohoon Kang. (2022) Developing multimodal communicative competence: adolescent English learners' multimodal composition in an after‐school programme. Literacy.
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Mark B. Pacheco, Blaine E. Smith, Amber Deig & Natalie A. Amgott. (2021) Scaffolding Multimodal Composition With Emergent Bilingual Students. Journal of Literacy Research 53:2, pages 149-173.
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