Multiliteracies-Based, Computer-Supported Second Language Education in Historically Black Universities in the United States

Gabriela Zapata

In her recent survey of existing studies on second language (L2) education and Black/African American students, Anya (2020) posits the need for classroom-based work that will offer information on the most effective methodologies and curricular content to answer these learners’ personal and academic needs and counter their negative L2 instructional experiences. 

This project seeks to answer this call by investigating the implementation of computer-supported collaborative learning grounded in the multiliteracies approach Learning by Design in beginning L2 Spanish classes at a Historically Black University in the United States. Our objective is twofold. We wish to create resources to render L2 instruction more equitable and meaningful for Black/African American learners, and, also, through data-driven analytics, examine their L2 learning and personal connections to the curriculum, bridging gaps in existing research on both multiliteracies-based L2 instruction and L2 education for this population of students.