Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More specifically, it examines types of scaffolds, or planned and responsive instructional supports, used by teachers and students, as well as functions for learning associated with these scaffolds. Through an inductive approach, the authors analyzed 74 studies situated in classrooms. Findings showed seven types of scaffolding: collaboration, direct instruction, exemplar texts, translanguaging, discussion, encouragement, and questioning. In addition, eight scaffolding functions emerged that illustrate three major themes of scaffolding identities, scaffolding resources, and scaffolding contexts. The authors then discuss implications for classroom practice, implications for translanguaging and social semiotics theories, and directions for future research.

数字多模式组合为新兴的双语（EB）学生提供了机会，可以通过发展他们的身份，加深他们对语言的理解并帮助他们与内容互动来编排符号资源。为了更好地理解EB如何参与各种多模式组合实践，本研究系统地回顾了有关中学课堂中EB的数字多模式组合的文献。更具体地说，它检查了教师和学生使用的支架类型或计划的和响应式的教学支持，以及与这些支架相关的学习功能。通过归纳法，作者分析了教室中的74项研究。调查结果显示了7种类型的脚手架：协作，直接指导，示例文本，翻译，讨论，鼓励和质疑。此外，出现了八个脚手架功能，这些功能说明了脚手架标识，脚手架资源和脚手架上下文的三个主要主题。然后作者讨论了课堂实践的意义，翻译语言和社会符号学理论的意义以及未来研究的方向。