Multilingual digital storytelling within a
thematic approach
Language Learning Matters
24th April, 2014
Jim Anderson and Luma Hameed
[email protected]
[email protected]
What is MDST and what does it involve?
• short video (3-5 mins) made using Photostory, Moviemaker …
• personal perspective / point of view > VOICE
• often collaborative
• incorporates development of critical skills (VoiceThread)
• multimodal composition
• MULTILINGUAL - INTERCULTURAL
• shared = directed at a real audience
Background
• Goldsmiths project (2012-2014) funded by the Paul
Hamlyn Foundation developed in partnership with
mainstream and complementary schools in and around
London as well as overseas
• Young people creating and sharing digital stories in
different languages including Arabic, Chinese, Croatian,
English, English as a second language, French, German
and Greek
• Engaging contexts for language learning (inclusive,
integrated, intercultural)
Background
• Learner agency and enquiry-led learning
• Critical engagement with digital media and multimodal
communication (VoiceThread)
• Active citizenship and endorsement of plurilingual
identities
• School as basecamp (linking learning in school, home
and community contexts)
Project schools: London and overseas
Fengshan Senior
High School
Gladesmore
Community School
Greek School Potters Bar
St Michael’s Grammar School
Hua Hsia School
Wanstead High School
Croatian Supplementary School
Peace School
Sarah Bonnell School
Ealing Arabic School
Goldsmiths,
University of London
Hajjah Rashda al
Masri School
Bohunt School
Mainstream school
Community based supplementary school
Lycee Ibn
Sahnoon
5
Local
Communities of
practice
Global
Autonomy
Language(s)
Critical
thinking
MDST
Texx
Culture(s)
Technology
Identity(ies)
Active citizenship
6
Thematic approach
• Based on a socio-cultural view of learning and Bruner’s ‘spiral
curriculum’
• Takes an holistic view of the curriculum (primary good
practice – ‘topic web’)
• Builds personal connections by supporting learner agency
• Develops higher order thinking including critical and creative
skills
• Takes account of learner differences (‘scaffolding strategies’
including multisensory learning, collaborative group work)
• Builds and extends understandings of literacy by making links
across subjects and by developing digital media skills
Thematic approach in the context of
foreign/second language learning
• Has a dual focus on content and language (CLIL)
• Is compatible with principles of ‘communicative language
teaching’ – context, interaction, authentic tasks,
progression towards meaningful use
• Prioritises intercultural understanding and skills (ICC)
• Builds and extends understandings of literacy by making
links across languages and deepening understanding of
how languages work
• Recognises how use of digital media can enhance
language learning (online resources and communication)
The project at Sarah Bonnell School
Luma Hameed
Hua Hsia Chinese School
• Complementary school based in North London
• Year 5 class (12 students, aged between 9 – 11 years old)
• Most students are British Born Chinese
• English is the dominant language for all students
• Approximate range of NC attainment levels in the class are:
Speaking and Listening 4-6
Reading: 3
Writing: 2-3
Generating ideas / Making connections
Theme: Chinese Zodiac
Key question: What does the story of the Chinese
Zodiac mean in Chinese culture and what does it mean
to us today?
12 animals
Mindmap
(ref. ‘graphic organisers’ /
SmartArt in Microsoft Office)
Animal
descriptions
(in Chinese
tradition)
Animal likes
and dislikes
Chinese
Zodiac
What
animals eat
and drink
Landscapes
during race
Race of the
animals
St Michael’s Catholic Grammar School
• Year 7 beginners French
• Students asked to create stories related to topic of
‘House and home’ and relate it to the theme of ‘Inside
out’
Example: Les fées
What if we were fairies?
Fengshan Senior High School, Taiwan
1. Introduction by English language teacher, Peggy Hung
(Fengshan Senior High School, Taiwan)
2. Film: ‘High School Lunchtime’
3. Ying Jie Guo Talking about the making of her film ‘High
School Lunchtime’
VoiceThread comments
VoiceThread:
a web-based application which:
• supports peer collaboration and assessment
• allows students and teachers to comment on digital
media work in various ways: text, voice, video
http://voicethread.com/
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Findings from Critical Connections project:
some key areas
1. Second and foreign language learning
2. Literacy, multimodal composition and collaborative learning
3. Creativity and critical thinking
4. Media skills and multimodal communication
5. Learning in school and out-of-school contexts
6. Motivation, engagement and confidence
15
Project website
http://goldsmithsmdst.wordpress.com
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