This article focuses on the affordances of multimodal pedagogies in teaching English for academic purposes (EAP) in diverse and multilingual contexts. It draws on South Africa as an example of a multilingual, culturally diverse site in a recently decolonized country. Here theorizing and pedagogical practices around EAP often have a social justice agenda in order to redress the inequalities of the past. The importance of recognizing the multilingual and multimodal resources of students is highlighted in the teaching of academic writing. To this end, the article examines talk as an important mode in improving writing, drawing on multilingualism as a resource, working on screen versus page, the affordances of mind-mapping and visualizing academic argument. The contention is that multimodal pedagogies can acknowledge students as agentive and creative meaning-makers. This is particularly relevant in a context in which autonomous and decontextualized models of student support persist and students continue to be constructed as ‘lacking’ in resources.

中文翻译：

---

在多元化背景下以学术为目的的多模态英语学习方法

本文侧重于多模式教学法在多样化和多语言环境中教授学术英语 (EAP) 的可供性。它以南非为例，说明一个最近非殖民化国家的多语言、多元文化场所。在这里，围绕 EAP 的理论化和教学实践通常有一个社会正义议程，以纠正过去的不平等现象。在学术写作教学中强调了认识学生的多语言和多模式资源的重要性。为此，本文考察了谈话作为改进写作的重要模式、利用多语言作为资源、在屏幕与页面上工作、思维导图的可供性以及可视化学术论点。争论的焦点是多模态教学法可以承认学生是主动和创造性的意义创造者。这在学生支持的自主和去上下文化模型持续存在并且学生继续被构建为“缺乏”资源的背景下尤为重要。