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Multimodality as a communicative phenomenon has been theorized and introduced into L2 literacy education in response to the technology-driven divides between home and school, print and screen. This article conceptualizes the role of mode-switching in terms of language, learning, and learner in L2 settings and analyzes its employment in achieving educational equity and students’ engagement. Recommendations for future research are also given to further the ‘multimodal turn’ in the field of multimodality, language, curriculum, assessment, and

Mode-Switching within the lMultimodal Turnr in L2 Literacy Education