Abstract

This article explores the enactment of inclusive pedagogical practices in an intermediate, Spanish-as-a-second-language mixed writing class in an R1 university in Texas during the COVID-19 pandemic. Specifically, this work examines how the use of authentic resources tied to heritage language (HL) and second language (L2) students’ geographic, linguistic, and social identities helped learners unveil and articulate their experiences and struggles during the pandemic. All curricular elements were grounded in the multiliteracies framework “Learning by Design.” Students’ learning also relied on translanguaging. The first part of the article provides a theoretical introduction, and it reviews previous studies. This is followed by the presentation of the instructional context and an example of an intervention based on the works of Chicanx writer Gloria Anzaldúa. The next sections focus on the qualitative and social semiotic analyses of learners’ multimodal interpretations and personal appropriations of Anzaldúa’s concept of “nepantla.” The results revealed similarities and differences between the HL and L2 learners in terms of the themes embedded in their artifacts and the chosen modes of communication. As expected, themes connected with COVID-19 played a prominent role for both student populations. The social semiotic analysis showed a high degree of congruity between the employed multimodal resources and the messages conveyed, which points to the effectiveness of Learning by Design to contribute to HL and L2 students’ growth as multimodal communicators. Also, the comprehensiveness and richness of the emotions expressed in all artifacts suggest that both groups could connect with the task at a deeply personal level.