In this study, I explored how a high school English class’s multimodal project broadened student and teacher participation. Previous research has established that multimodal composing expands the nature of classroom texts, opens opportunities for identity expression, and extends access to audiences. Less is known about how affordances work together to increase options for more students and teachers to participate in school‐based writing. Informed by affinity space and multimodality frameworks, this article adds to a small pool of classroom affinity space studies. Through grounded theory analysis, findings reveal that a multimodal project provided students opportunities to participate as interactive audience members, pursue less typical routes to status, and express identity; their teacher experienced an opportunity to participate more flexibly. Pertinent to a rise in online learning and increasingly prevalent and complex ways to create multimodal content, findings illuminate classroom affinity space features focused on broadening participation.

中文翻译：

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扩大学生和教师的参与：教室亲和空间中的多模式项目

在这项研究中，我探讨了高中英语课的多模式项目如何扩大学生和老师的参与度。先前的研究已经确定，多模式写作可以扩展课堂文本的性质，为表达身份提供机会，并扩大对受众的访问范围。人们对津贴如何协同工作以增加更多学生和老师参加校本写作的选择的了解较少。受亲和力空间和多模态框架的影响，本文为一小部分课堂亲和力空间研究添加了内容。通过扎根的理论分析，研究结果表明，一个多模式项目为学生提供了作为互动的受众成员参与，探索不太典型的获得地位和表达身份的机会；他们的老师有机会更灵活地参与。