This case study with 12 Korean high school emergent bilinguals (K-emergent bilinguals) illustrates how the pedagogical concept of translingual dialogic webbing can be conceptualized based on theories of dialogism and translanguaging. Through a concrete case of classroom activities using a picturebook, the Rough Patch, this article shows how the pedagogical concept of translingual dialogic webbing can be conceptualized and materialized in Korean high school English language teaching classrooms (Korean ELT). K-emergent bilinguals’ translingual classroom discussions as well as translingual and multimodal written responses revealed that translingual dialogic webbing could help Kemergent bilinguals draw on their available meaning making resources, including Korean, English, semiotic modes, cultural knowledge, and experiences, to navigate and construct more nuanced meanings with creativity and critical insights across time and space. By bridging translanguaging and dialogism, this study addresses the critical need for linguistic inclusivity and adaptability in Korean ELT, while embracing students’ diverse ideas, creativity, and the multilingual and multimodal realities of today.

This research aims to explore whether guided visual artwork discussions called Visual Thinking Strategies (VTS) using picture book images can benefit and enhance Korean EFL secondary students’ L2 writing. Incorporating content analysis, this research examines how carefully guided artwork discussions can enhance visual understanding, critical thinking skills and interpretive L2 writing skills. The L2 writing samples of the focal students revealed that they were able to think based on visual clues. The discussions were led by the teacher who pointed out significant visual elements and allowed time for the students to explore diverse ideas. The focal students were able to piece together the jigsaw of the images and articulate their thoughts in English, during which time they learned to take risks and to make mistakes in using a foreign language. Their critical comments and improved L2 writing suggest how critical/aesthetic thinking skills can be developed through continued visual practices in a secondary EFL setting.