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

Anderson, Jim and Macleroy, Vicky. 2017. Connecting worlds: interculturality, identity and multilingual digital stories in the making. Language and Intercultural Communication, 17(4), pp. 494-517. ISSN 1470-8477 [Article]

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Abstract or Description

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.

Extrait: Cet article est l’aboutissement d’un projet de cinq ans nommé “Connections Critiques”. Il présente un cadre intégré d’apprentissage des langues dans un contexte de contes numériques multilingues. Le modèle théorique est illustré par quatre vignettes. En favorisant la gestion de l’apprenant, ce modèle entraîne un mouvement à travers frontières, interfaces, langues, cultures, alphabétisation et apprentissage (connecté ou non) à l’école, à la maison ou dans la communauté. Les identités des jeunes sont reflétées dans ces contes et notre conclusion identifie le potentiel de construire un programme d’études orienté vers l’interculturel.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/14708477.2017.1375592

Departments, Centres and Research Units:

Educational Studies

Dates:

DateEvent
17 September 2017Published Online
31 July 2017Accepted

Item ID:

22002

Date Deposited:

16 Nov 2017 10:39

Last Modified:

29 Apr 2020 16:41

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/22002

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