ABSTRACT
This chapter explores embodied multimodality framework which uses a multisite ethnographic study that examines the experiences of English language learners (ELLs) in three urban high school drama classrooms. Embodied multimodality is a term that coines to refer both the methodological framework and theoretical framework. Embodied multimodality puts the body at the center of the inquiry and takes into account post-phenomenologist, poststructuralist, postcolonial, and third world feminist frameworks in order to critically examine language and literacy experiences of linguistically diverse students in urban high schools in Toronto. The chapter focus on the three distinct fields of literacy education, second language education, and drama education, with a particular focus on embodied and multimodal meaning making and language learning in drama classrooms. The primary goal of the research was to examine the meaning-making processes and language and literacy learning in drama classrooms in search for pedagogies that best support linguistically and culturally diverse students considering at-risk.
