Multimodal Scaffolding in the Secondary English Classroom Curriculum

Abstract

Abstract This article examines the topic of multimodal scaffolding in the secondary English classroom curriculum through the viewpoint of one teacher's experiences. With technology becoming more commonplace and readily available in the English classroom, we must pinpoint specific and tangible ways to help teachers use and teach multimodalities in their classrooms that promote student learning across a broad variety of text types and tap into higher levels of thinking. Teachers can then help students apply what they learn from multimodal scaffolding to address increasingly complex texts as outlined in the new Common Core State Standards (CCSS). This article identifies and demonstrates ways to help students develop as readers as well as helping teachers use specific multimodal instructional strategies to target text complexity.

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