Acceso usuarios
[1]
;
Andayani
[1]
;
Wijaya, Surya Agung
[2]
Indonesia
Indonesia
Multimodal literacy is essential for teachers to teach a foreign language while maintaining their own national language. However, Indonesian teachers are reported as having insufficient multimodal literacy, so explicit training is essential. This study aims to empower teachers’ knowledge, design, and pedagogy for bilingual digital multimodal composing (BDMC) through a teacher professional development (PD) program. English foreign language teachers who taught bilingual classrooms joined a 32-hour PD program on BDMC. A narrative inquiry research approach was implemented, with a narrative frame, to collect a large number of participants’ stories. Afterwards, the data was triangulated with interviews and artefacts. Employing thematic and multimodal analysis, this study showed that the teachers systematically developed multimodal knowledge and design through our BDMC model, but multimodal pedagogy required further empowerment. The findings suggest that BDMC model needs to be expanded theoretically, and teachers need to be supported with personalized follow-up PD based on individual school contexts.
