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Language and Education Volume 36, 2022 - Issue 3
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Articles

Engaging English language learners in digital multimodal composing: Pre-service teachers’ perspectives and experiences

Ekaterina TourEducation, Monash University, Clayton, Victoria, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9974-5659
ORCID Icon &
Melissa BarnesEducation, Monash University, Clayton, Victoria, AustraliaORCID Iconhttps://orcid.org/0000-0003-3090-2585
ORCID Icon
Pages 243-258 | Received 25 Sep 2020, Accepted 29 Mar 2021, Published online: 22 Apr 2021

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Read on this site (4)

Farrukh Amina, Melissa M. Barnes & Eisuke Saito. (2023) Language and belonging in Australian schools: perspectives and experiences of families from refugee backgrounds. International Journal of Inclusive Education 0:0, pages 1-21.
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Brady L. Nash, Heather Dunham, Jessica Murdter-Atkinson & Melissa Mosley Wetzel. (2023) A Culturally Sustaining Approach to Multimodal Literacies: Building from Students’ Funds of Knowledge in Field-Based Teacher Education. Literacy Research and Instruction 0:0, pages 1-25.
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Farrukh Amina, Melissa M. Barnes & Eisuke Saito. (2022) Belonging in Australian primary schools: how students from refugee backgrounds gain membership. Journal of Multilingual and Multicultural Development 0:0, pages 1-24.
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Farrukh Amina, Melissa M. Barnes & Eisuke Saito. Exploring teachers’ understanding of and responses to the school belonging experiences of students from refugee backgrounds. Teaching Education 0:0, pages 1-17.
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Articles from other publishers (2)

Quang Nam Pham & Mimi Li. (2022) Digital Multimodal Composing Using Visme: EFL Students’ Perspectives. The Asia-Pacific Education Researcher 32:5, pages 695-706.
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Melissa Barnes & Ekaterina Tour. (2023) Empowering English as an Additional Language students through digital multimodal composing. Literacy 57:2, pages 106-119.
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