ABSTRACT
This chapter illustrates the use of a pedagogy of multiliteracies by demonstrating how one English as a second language teacher utilized this approach to design and implement project-based learning. Around the room, small groups of students are working together on their latest project: exploring places and spaces of migration and immigration through Google Earth. Students’ personal funds of knowledge are understood to be valuable resources for making sense of academic content. This topic requires approaching the learning objectives with a critical eye to build on students' wealth of experience, broadening the topic to situate it within a more global perspective of migration and immigration patterns throughout history. The case study illustrates how English language development, history/social studies curricula, and learning goals were integrated through a mix of traditional and digital media, culminating in the creation of immigration and migration journeys with Google Earth.
