Stavrou, Sotiroula; Charalambous, Chryso and Macleroy, Vicky. 2021. Translanguaging through the lens of drama and digital storytelling: shaping new language pedagogies in the classroom. Pedagogy, Culture & Society, 29(1), pp. 99-118. ISSN 1468-1366 [Article]

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Abstract or Description

This article investigates ‘translanguaging’ through the lens of drama and digital storytelling and the way it can impact on language pedagogy. The case-study focuses on the making of the digital story Irene – A refugee’s story. The research data was analysed under key questions relating to drama, transformative pedagogy and translanguaging spaces. Research findings revealed how bringing drama and digital storytelling together allowed these young children to view themselves and the world differently and experience themselves as bidialectal learners. Children’s translanguaging practices encouraged them to move beyond traditional pedagogic ideologies and to think more independently and creatively. These young children were able to think, discuss, explore and evaluate through both linguistic varieties of Cypriot Greek (CG) and Standard Modern Greek (SMG) and adopt translanguaging practices. The digital storytelling process was viewed as performative, self-reflective and transformative. The research study showed the importance of trying out new language pedagogies in the classroom.

Item Type:	Article
Identification Number (DOI):	https://doi.org/10.1080/14681366.2019.1692058
Additional Information:	Acknowledgments: We would like to express our gratitude to all the students involved in this case-study and the head teacher and parents as well as the British Film Institute. We would also like to thank the Paul Hamlyn Foundation for supporting the Critical Connections project (2012–17).
Keywords:	Translanguaging, drama, digital storytelling, critical literacy, critical language awareness, transformative pedagogy
Related URLs:	https://goldsmithsmdst.com/
Departments, Centres and Research Units:	Educational Studies > Centre for Language, Culture and Learning
Dates:	Date Event 17 November 2019 Published Online 2021 Published
Item ID:	27639
Date Deposited:	22 Nov 2019 13:06
Last Modified:	26 Mar 2021 11:20
Peer Reviewed:	Yes, this version has been peer-reviewed.
URI:	https://research.gold.ac.uk/id/eprint/27639

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