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This paper examines the roles of multimodality and thematic patterns in the teaching of the particle model of matter. Although the particle model is a fundamental topic in science education, there is no consensus on (1) whether or not the model should be introduced in early grades and (2) how to introduce the model to students for the very first time. Drawing from teacher development projects in Sweden (Grade 3) and in Hong Kong (Grade 7), we suggest that the learning and teaching of the particle model can be facilitated by utilising a variety of modes. With multimodal scaffolding, Grade 3 students were able to demonstrate aspects of the particle model related to the expansion of gases in a warmer environment. The paper illustrates teaching episodes from the two projects in terms of (i) aspects of the particle model that were constructed using different semiotic modes, (ii) shifts in the salience of different modes in the teaching and learning process, and (iii) a thematic pattern that the classroom interactions adopted to explain puzzling phenomena. For a theoretical advancement, we suggest that thematic analysis should be extended to multimodal interactions.

The symposium explores how genre-based pedagogy can be adapted to develop critical CLIL curriculums with a view to addressing conflicts evolving issues of social justice, diversity and creativity in English as an additional language (EAL) contexts. Subsequent challenges and implications for classroom practice and assessment reforms are also discussed.

Digital literacies abound in playing a foundational role in the rhythm and pattern of our lives, yet debates continue about how to harness them to teach and learn literacy. In an effort to humanize digital literacies, this department column offers a vast array of topics, from participatory work that pushes educators and researchers to communicate in local and global spaces to ways of redefining core reading and literacy skills through a screen-based, multimodal logic. This column also provides a venue for research and practical applications that depict technology use as a part of the fabric of being human. The column helps educators reconceptualize the ways that children learn with technology, media, and new communication systems; honors educator success stories and burning questions and issues; and reimagines literacy futures.

The concept and construct of race is often implicitly yet profoundly connected to issues of culture and identity. This book fills a need in the field for empirical and conceptual research that specifically explores critical issues of race, culture, and identities in second language education. The key questions addressed are these: * Does race matter? How are issues of race relevant to second language education? * Interrogating whiteness: How does whiteness influence students' and teachers' sense of self and instructional practices? * Racialized discourses and identity construction in educational settings: How do discourses of racialization influence the construction of student identities and subjectivities? * Exploring critically engaged practice—classroom and beyond: How do discourses on race, such as colorblindness, influence classroom practices, educational interventions, and parental involvement? How can teachers transform the status quo? Topics cover a wide range of themes that emerge from various pedagogical contexts, including ESL and bilingual programs in primary and secondary education in the US and Canada, post-secondary ESL program in Australia and the US, second/foreign language teacher education in the US and Venezuela, and EFL settings in Brazil, Korea, Japan, Hong Kong, as well as other countries. Each chapter is grounded in theory and provides implications for engaged practice. Authors from diverse racial/ethnic/cultural backgrounds and geopolitical locations include both established and beginning scholars in the field, making the content vibrant and stimulating. Each chapter begins with pre-reading questions and ends with discussion questions, to facilitate comprehension and stimulate dialogues.

Este artículo se enfoca en asuntos relacionados con el currículo en la enseñanza de inglés como lengua extranjera e incluye una reflexión sobre temas como la posición y el estatus de la lengua extranjera en relación con otras lenguas en la comunidad y la sociedad, las consecuencias sociales de la inmersión como una forma ambiciosa de enseñanza de lenguas extranjeras y la tensión entre el enfoque de la enseñanza comunicativa de lenguas (ECL) y los enfoques tradicionales de pedagogía de lenguas extranjeras.