Digital Storytelling With Youth From Refugee Backgrounds: Possibilities for Language and Digital Literacy Learning
نویسندگان
چکیده
This study addresses the urgent need to develop innovative pedagogies that build upon and enhance digital literacies representational practices of culturally linguistically diverse youth from refugee backgrounds. In Canadian high schools, this population students enter school with varying levels literacy in their first language(s), as well potentially difficult experiences due forced migration. For many, learning English, may become a formidable challenge. A growing corpus case studies is beginning show how draw on youths’ everyday meaning making, including literacies, can effectively engage English learners academic learning. qualitative, ethnographic involving nine an language classroom, we addressed question: What potential for storytelling fuller context lives backgrounds enable more autonomous identity affirmation? Our informed by interrelated conceptual frameworks: learner autonomy; investment learning; literacies. Using thematic multimodal/visual analysis, data were collaboratively coded identify four interweaving themes: 1) use multimodal making communicate complex, critical understandings; 2) emergence literacies; 3) challenges communicating spaces; 4) affirmation Implications focus pedagogy has create space within curriculum stories have deep learners.
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ژورنال
عنوان ژورنال: TESOL Quarterly
سال: 2022
ISSN: ['0039-8322', '1545-7249']
DOI: https://doi.org/10.1002/tesq.3146