Connecting worlds: interculturality, identity and multilingual digital stories in the making

Based on findings from a 5-year research project called Critical Connections, this article sets out an integrated framework for language learning in the context of multilingual digital storytelling. Following an explanation of the theoretical approach, four vignettes are presented which illustrate t...

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Bibliographic Details
Published inLanguage and intercultural communication Vol. 17; no. 4; pp. 494 - 517
Main Authors Anderson, Jim, Macleroy, Vicky
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.10.2017
Taylor & Francis Ltd
Subjects
Borders
Computer Simulation
Creativity
Cultural identity
Educational Policy
Educational Practices
Educational Principles
Electronic Learning
Electronic Publishing
Elementary Secondary Education
English
Faculty Development
Foreign Countries
French
identity
Interculturality
Interviews
Language Acquisition
Language culture relationship
language learning
Learning
multilingual digital storytelling
Multilingual systems
Multilingualism
Semitic Languages
Story Telling
Storytelling
Teaching Methods
Vignettes
Youth
United Kingdom (England)
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Summary:Based on findings from a 5-year research project called Critical Connections, this article sets out an integrated framework for language learning in the context of multilingual digital storytelling. Following an explanation of the theoretical approach, four vignettes are presented which illustrate the principles in practice. Prioritising learner agency, this model involves moving across borders and foregrounding interfaces between languages, cultures and literacies, and learning (online and offline) across school, home and community contexts. Young people's identities are reflected in the digital stories shared here, and final conclusions identify the affordances of multilingual digital storytelling in building an interculturally oriented curriculum.
ISSN:1470-8477
1747-759X
DOI:10.1080/14708477.2017.1375592