Literacy cannot be seen as only a linguistic accomplishment anymore and there is no longer the close association between print and learning Multimodality can be seen as an eclectic approach modal affordances: what is possible to express easily. The metalanguage of multimodalities must be taught and understood, as choice of mode can affect pedagogic design and interpretation: the teacher's choice of mode shapes the knowledge or even interpretation. New possibilities.
New types of texts should encourage new approaches, and the digital multi-modal tools need to be used appropriately, new affordances, new opportunities for negotiation for meaning.
Linguistic analysis can be used to describe texts students could produce: teachers and students should have acces to successful texts to determine how texts are linguistically shaped and structured and how grammar and lexis is drawn upon: the genre. In genre beginning and stages can be identified on basis of shifts in lexical and grammatical patterning. As student move through school the type of texts they should produce becomes increasingly generalized and abstract, more interpretation and evaluation. This is done through nominalization, movein from chronological sequencing to embedding events as part of an argument and in using more evaluative lexis.
Discussing learning through language, but also learning language/about language Various Bilingual Education Types, yet centrally the question remain how language use in the curriculum should be conceptualized and what should be prioritised..what happens in the classroom and how should success be measured