Randolph (2021) reminds us that students come to school with diverse linguistic backgrounds that should be valued and viewed as key to content learning and multimodal literacies.  

"Educators should be cognizant of the merits of using both a student’s home language and MAE [mainstream academic English] in the classroom as well as striving to expand students’ ability to become multiliterate. If educators can consider multiliteracy as a pedagogical practice, then we can engage with more students by including them in a range of linguistic abilities. This practice would provide multiple options for students in different multimodal assignments, including written works, projects, videos, and performances."