Connecting Worlds: Interculturality, Identity and Multilingual Digital Stories in the Making

Autor/inn/en	Anderson, Jim; Macleroy, Vicky
Titel	Connecting Worlds: Interculturality, Identity and Multilingual Digital Stories in the Making
Quelle	In: Language and Intercultural Communication, 17 (2017) 4, S.494-517 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2017.1375592
Schlagwörter	Multilingualism; Story Telling; Electronic Learning; Vignettes; Educational Practices; Educational Principles; Models; Language Acquisition; Creativity; Teaching Methods; Educational Policy; Faculty Development; Elementary Secondary Education; Electronic Publishing; Computer Simulation; English; French; Semitic Languages; Foreign Countries; Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Bildungspraxis; Bildungsprinzip; Analogiemodell; Sprachaneignung; Spracherwerb; Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Elektronisches Publizieren; Computergrafik; Computersimulation; English language; Englisch; Französisch; Arabisch; Hebräisch; Ausland; Interviewing; Interviewtechnik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01