Journal of Economics and Technology in Education
JETE, Vol. 1, No. 1, 2026, pp.130-136.
Print ISSN 3105-2711; Online ISSN: 3105-272X
Journal homepage: https://www.jetejournal.com
DOI: https://doi.org/10.64058/jete260112ryebt
Xu Yani, Yang Jiabao, Chen Ying
Abstract：This article reviews the book Multimodal Literacies in Young Emergent Bilinguals: Beyond Print-Centric Practices (edited by Sally Brown and Ling Hao, 2022), which focuses on the integration of multimodal literacies and the literacy development of young emergent bilinguals (EBs). Through empirical studies and case analyses, the book demonstrates that multimodal literacies effectively promote EBs’ bilingual development, cultural identity construction, meaning-making, and social participation across diverse linguistic and cultural settings. It addresses the marginalization of EBs in conventional educational systems and provides practical insights for teaching and research. While the book is highly accessible and insightful, it could be enhanced by a “Suggested Reading” section. Overall, this seminal work enriches the field of multimodal literacy and language education, serving as a valuable resource for teachers, researchers, and graduate students.
Keywords: Multimodal Literacies; Young Emergent Bilinguals; Literacy Development; Bilingual Education; Semiotic Resources; Out-of-School Contexts; Cultural Identity
Author Biographies: Xu Yani, lecturer at Jiangsu University of Technology and PhD candidate at Ocean University of China. Her research focuses on second language acquisition, second language teaching, critical thinking, multimodal analysis, and classroom interaction. E-mail: xuyani@stu.ouc.edu.cn. Yang Jiabao, undergraduate at the Faculty of Arts and Social Sciences, University of Sydney. His research interests include regional international relations, immigrant integration, and social cohesion. E-mail: jyan2828@uni.sydney.edu.au. Chen Ying (Corresponding Author), Professor at Ocean University of China. Her research covers EFL writing assessments, L2 pragmatic competence diagnosis, and vocabulary acquisition. E-mail: cy@ouc.edu.cn.
标题：走向多模态：早期双语者读写教育的新实践——评《超越纸本：早期双语者的多模态读写》
摘要：本文评述由Sally Brown与Ling Hao主编的《超越纸本：早期双语者的多模态读写》（2022）。该书聚焦多模态素养与早期emergent bilingual（EB）儿童素养发展的融合议题，通过实证研究与案例分析，论证多模态素养能在多元语言文化环境中有效促进儿童双语发展、文化身份建构、意义建构与社会参与。该书回应了传统教育体系对EB儿童的边缘化问题，并为教学与研究提供实践启示。全书可读性与学术性兼备，若增设“推荐阅读”板块将更完善。总体而言，该书是多模态素养与语言教育领域的重要成果，适合教师、研究者与研究生参考。
关键词：多模态素养；早期双语学习者；素养发展；双语教育；符号资源；校外情境；文化身份
作者简介：徐亚妮，江苏理工大学讲师，中国海洋大学博士。研究方向：第二语言习得、第二语言教学、批判性思维、多模态分析及课堂互动。电邮：xuyani@stu.ouc.edu.cn。杨嘉宝，悉尼大学文理学院本科生。研究方向：区域国际关系、移民融合与社会凝聚力。电邮：jyan2828@uni.sydney.edu.au。陈颖（通讯作者），中国海洋大学教授。研究方向：英语作为外语写作评估、第二语言语用能力诊断及词汇习得。电邮：cy@ouc.edu.cn。
Received: 02 Dec 2025 / Revised: 18 Apr 2026 / Accepted: 24 Apr 2026 / Published online: 30 Apr 2026 / Print published: 30 May 2026.
