The purpose of this paper is to explore the potential of implementing the language socialization approach in multimodal literacy practices. This paper begins by briefly introducing and discussing the language socialization paradigm, such as the brief history, methodological principles, and research contexts. Then, it is discussed how language socialization research has studied multiple semiotic resources of meaning-making in terms of two broad categories: linguistic- and multimodal resources. Additionally, the paper presents how analytic attention to multiple semiotic modes is used and contributes to language socialization research. Finally, the paper discusses how language socialization research theory, methods, and findings relate to multimodality; it address ways in which the language socialization approach frames multimodality, and vice versa.

Abstract
1. Introduction
2. Multimodalilty Socialization Paradigm: From LanguageSocialization to Multimodal Socialization
    2.1. Brief historic overview
    2.2. Methodological principles
    2.3. Research contexts
3. Roles of Multiple Resources in LS
    3.1. Linguistic resources
    3.2. Multimodal semiotic resources
4. Analytic Focus
    4.1. Ethnographic approach
    4.2. Linguistic anthropology
    4.3. Multiparty participation framework
    4.4. Multimodality approach
5. Conclusions and Future Research Direction
References

• Joohoon Kang(Sangmyung University)