Mind maps as multimodal and multilingual literacy practices in Chinese private universities

This study explores the integration of multimodal teaching, translanguaging, and dialogic pedagogy to improve English literacy among junior students in a Chinese private university. In the context of globalization, proficiency in English is essential for these students, yet many face challenges that hinder their literacy development. This research examines how multimodal mind maps, as tools for translanguaging and multimodal learning, reveal student perspectives on language learning and literacy development in Chinese private universities. The study offers insights with significant potential for shaping educational practices and curriculum design in Chinese private universities (Canagarajah, Suresh. 2012. Translingual practice: Global Englishes and cosmopolitan relations . New York: Routledge). By strategically implementing multimodal teaching techniques, the research introduces innovative strategies to enhance English literacy (García, Ofelia & Li Wei. 2014. Translanguaging: Language, Bilingualism and education . Palgrave Macmillan; Jewitt, Carey & Gunther Kress. 2010. Multimodality, literacy and school English. In D. Wyse, R. Andrews & J. Hoffman (eds.), The Routledge international handbook of English, language and literacy teaching , 342–352. London: Routledge; Vygotsky, Lev S. 1978. Mind in society: The development of higher psychological processes . Cambridge, MA: Harvard University Press). The findings highlight the interplay between linguistic strategies, instructional methods, and student perspectives, offering effective pedagogical interventions that prioritize multimodal engagement. By bridging theory and practice (Canagarajah, Suresh. 2012. Translingual practice: Global Englishes and cosmopolitan relations . New York: Routledge), this research provides actionable insights that address the literacy challenges and aspirations of junior students. Using a multimodal teaching approach (García, Ofelia & Li Wei. 2014. Translanguaging: Language, Bilingualism and education . Palgrave Macmillan), this study not only demonstrates how diverse modes of communication strengthen students English skills and foster their confidence but also addresses the development of their identities as competent members of an English academic community. Drawing on Norton’s (Norton, Bonny. 2013. Identity and Language learning: Extending the conversation . 2nd edn. Bristol: Multilingual Matters) work on identity and investment in language learning, this research underscores the importance of identity construction in the language learning process. It shows how students, through multimodal engagement, can assert their identities and claim the right to participate in academic communities, thereby preparing them for success in a globally interconnected society.