Expanding definitions of literacy requires classroom instruction that provides multiple pathways for students to demonstrate their understanding of the content and communicate knowledge. Privileging the use of visual and multimodal texts as valued school communication may create equitable practices for students who are new to English or struggle with literacy for a variety of reasons. The authors explore the roles that the Talking Drawings strategy played in supporting students’ content and literacy learning and in their ability to reflect on their new understandings. In seven upper elementary classrooms, students drew pictures before and after focused instruction about a topic and added written reflections about the differences between the two drawings. The results of this study demonstrate how Talking Drawings provided a multimodal pathway for students to access the curriculum, communicate new content knowledge, redirect their content misconceptions, and reflect on their learning.

中文翻译：

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说话的图画：展示学习的多式联运途径

扩大扫盲的定义要求课堂教学，这为学生提供了多种途径来证明他们对内容的理解和交流知识。优先使用可视化和多模式的文本作为学校的重要交流手段，可能会为刚接触英语或因各种原因而苦于扫盲的学生创造公平的做法。作者探讨了“说话图画”策略在支持学生的内容和素养学习以及反思新认识的能力方面所起的作用。在七个较高的小学教室中，学生在集中讨论某个主题之前和之后画了画，并添加了关于两个图之间差异的书面思考。