1st Edition
Digital Storytelling as Translanguaging A Practical Guide for Language Educators
This innovative, accessible book is an introduction to using digital storytelling in language teaching, with a focus on English as an Additional Language (EAL) instruction. Linville and Vinogradova provide a clear framework that addresses translanguaging and multimodal meaning making in teaching multilingual learners (MLs) through use of digital storytelling.
This book provides detailed guidance on how to incorporate digital storytelling into language teaching, building on recent developments in the fields of TESOL and language education that position multilingualism and multiliteracies as important components of any language instruction. Through this text and accompanying activities, readers will understand how to work with MLs to create multimodal digital texts. This book offers an easy-to-follow, step-by-step process for language educators to follow to support MLs’ digital storytelling projects in any EAL classroom. Featured digital storytelling projects from EAL practitioners in various contexts, as well as multiple examples and resources, are included for each stage of the process, always grounded in contemporary TESOL theories (e.g., critical pedagogy, culturally responsive teaching, translanguaging, and a pedagogy of multiliteracies). This framework supports the development of multilingualism and multiliteracies and can be adapted by educators of other world languages for any language education setting.
Grounded in contemporary TESOL theories, this book is an essential text for courses on technology in TESOL and TESOL methods courses, as well as for language educators.
Preface
Part I. Setting the Stage
1. Introduction
2. The History and Practice of Digital Storytelling
3. Pedagogical Foundations: Translanguaging and Digital Storytelling
PART II: Creating a Digital Story
4. Getting Ready to Go: Teacher Planning and Preparation
5. Preparing Learners for the Task
6. Starting the Story: Story Circles and Writing the Narrative
7. Mapping the Multimodal Narrative
8. Video Editing and Multimodal Composing
9. Peer Collaboration and Feedback
10. Presenting and Sharing Digital Stories
PART III: Reflecting on Teaching and Learning through Digital Storytelling
11. Assessment and Evaluation in Digital Storytelling
12. Revisiting the Big Picture
Biography
Heather A. Linville, Ph.D. is Professor and Chair of Educational Studies at the University of Wisconsin, La Crosse, USA, where she teaches undergraduate teacher candidates to be knowledgeable, critical, and ethical teachers of multilingual learners.
Polina Vinogradova, Ph.D. is Hurst Senior Professorial Lecturer and TESOL Program Director at American University in Washington, D.C., USA, where she works with undergraduate and graduate TESOL students.
Both a scholarly reflection on the practice and methods of digital storytelling in language education, and a work of practical guidance that will be of great use to instruction, this book is an invaluable contribution to our field and for anyone working with digital storytelling.
-Joe Lambert, Executive Director, StoryCenterThis book is a much-needed guide to digital storytelling with multilingual learners…such a critical component of teaching this group of students. This is a wonderful contribution to the TESOL field and beyond.
-Luciana C. de Oliveira, Ph.D., Associate Dean for Academic Affairs and Graduate Studies and Professor, School of Education, Virginia Commonwealth UniversityThis is the book for language educators seeking to make translanguaging more than just a way of talking in the classroom! The practical—and theoretically motivated--guidelines for creating translingual digital storytelling projects combined with the multitude of examples are just what teachers of any age or proficiency level need.
-Dudley Reynolds, Carnegie Mellon University in Qatar
