Disrupting Monoglossic Classrooms with the Multimodalities-Entextualization Cycle

The Multimodalities-Entextualization Cycle (MEC) is a transformative curriculum genre addressing the access paradox where increasing access to a resource can simultaneously perpetuate inequality or dominance in monoglossic classrooms, such as English-only classrooms. The MEC facilitates dynamic meaning-making process and translanguaging pedagogies, equipping students with strategies to gain access to dominant symbolic resources while engaging in translingual, multimodal, and multisensory knowledge-making. This chapter explores the MEC’s potential to challenge monoglossic educational spaces, fostering translanguaging and multimodal environments through reviewing key MEC-guided empirical studies in K-12 and university bilingual and plurilingual classrooms. Acting as a curriculum design heuristic, MEC has the potential to help educators and researchers navigate and disrupt monoglossic institutional spaces.