This multi-year, ethnographic, qualitative case study in English Language Learning classrooms contributes a unique analysis of nine adolescent newcomer students' investment in a digital multimodal composing (DMC) project as a social drama. Using reflexive thematic analysis, it explores the following possibilities afforded by in-school, dramaturgically structured DMC processes for the students' investment in classroom learning: (1) changing the definition of the situation, (2) supporting students' impression management to gain social and cultural capital, and (3) creating bonds of reciprocal dependence and familiarity. The study helps language and literacy researchers, educators, and teacher educators better understand emergent bi/multilingual newcomer students' investment in DMC processes through the sociological perspective of dramaturgy, suggesting how DMC might deepen learning while valuing the assets of culturally, linguistically, and racially diverse newcomer students.

中文翻译：

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数字多模态作曲的社会剧：双语/多语新生新生案例研究

这项针对英语学习课堂的多年、人种学、定性案例研究对九名青少年新移民学生对数字多模态作曲 (DMC) 项目作为社会戏剧的投资做出了独特的分析。使用反思性主题分析，它探讨了学校内戏剧结构的 DMC 过程为学生在课堂学习中的投资提供的以下可能性：（1）改变情境的定义，（2）支持学生的印象管理以获得社会和文化资本，以及 (3) 建立相互依赖和熟悉的纽带。该研究帮助语言和识字研究人员、教育工作者和教师教育工作者更好地了解新出现的双语/多语新生学生的