It should come as no surprise that digital video technology is of particular interest to English language learners; students are drawn to its visual appeal and vibrant creative potential. The seven original case studies in this book demonstrate how video can be an effective and powerful tool to create fluid, fun, interactive, and collaborative learning environments. The engaging ways that teachers and researchers in several countries have incorporated video to enhance instruction for ESL and EFL learners include motion pictures integrating students' personal experiences with an appreciation of music and the arts; going beyond printed texts to include navigating, designing, linking, programming, and sharing dynamic, multimodal texts; authoring digital poems and stories; filmmaking based on carefully written scripts and creative interpretation of characters from literature; using critical thinking to create digital commercials; and using cell phone video recording to enhance speaking abilities. This book is a useful resource for any ESL/EFL learning environment and for individual teachers looking for creative ways to extend students' attention spans, teach them challenging language skills, elicit creativity, and support learning with social scaffolding. Following a preface by Jim Cummins, chapters include: (1) TESOL and Digital Video Media Integration in the Classroom: Introduction (Jia Li); (2) Revisiting Communicative Competence in the Multimedia ELT Classroom (Heather Lotherington and Natalia Sinitskaya Ronda); (3) Child Second Language Learners and Videomaking in Three Sites: Opportunities for Developing Multilingual, Multimodal Literacies (Kelleen Toohey and Diane Dagenais); (4) Mediating Identities: Digital Identity projects in an ESL Classroom (Allyson Eamer and Janette Hughes); (5) English Learning Through Arts, Music, and Digital Media: A Photostory Project (Aiden Yeh); (6) A Project-Based Approach to Vocabulary Acquisition: Filmmaking with ESL Students (Jia Li and Brenda McComb); (7) Challenging EFL Learners Through TV Advertising and Student-Produced Multimedia Projects (Joyce Cunningham); (8) Female Arab Students' Production of Cell Phone Videos to Enhance English Skills (Nicolas Gromik); and (9) Video as an Instructional Tool for ESL Learners in the United States: A Review of Previous Research (Nicholas Edwards, Jingjing Jiang, Peizhao Li, and Jia Li). A list of references and an index are included.