Toward a Vivid Pedagogy in the Multilingual Blended Classroom

Justin Nicholes


In spite of a boom in studies on blended learning, including much related to English language learners (ELLs), few have aimed at identifying empirically validated practical and theoretical underpinnings to guide the design of blended-learning activities and research. Meanwhile, recent work in second language (L2) motivation theory has illuminated avenues for exploring how learner-generated multimodal artifacts may represent inherently interesting units of instruction as well as sites of L2 identity formation. This paper aims at both applied and basic ends: (a) to argue that empirically validated evidence already exists for an immediate application of an informed multimodal blended-learning pedagogy for ELLs, and (b) to suggest a theoretical framework based on current L2 motivation theory to guide future research.

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