Hirsch, Sara and Macleroy, Vicky. 2020. The art of belonging: exploring the effects on the English classroom when poetry meets multilingual digital storytelling. English in Education, 54(1), pp. 41-57. ISSN 0425-0494 [Article]

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Abstract or Description

This paper explores what happened in the English classroom when two innovative projects merged and spoken word poetry became part of multilingual digital storytelling. As a Spoken Word Educator and Teacher Educator, we wanted to explore the complexity of bringing together these multimodal art forms. Making a poem come to life though film is hard and the research presented here interrogates these processes through working with a group of 13–14 year old students in the English classroom. In the process of bringing together spoken word and multilingual digital storytelling, these students interrogate notions of belonging and uncover stories that matter through emotional and creative encounters with personal and cultural artefacts. These young people discover a shared imagery across languages and cultures and reclaim ownership over learning in the English classroom. Foregrounding spoken word and multilingualism in the English classroom had a transformative effect on young people’s self-expression and imaginative thinking.

Item Type:	Article
Identification Number (DOI):	https://doi.org/10.1080/04250494.2019.1690394
Additional Information:	This is the peer reviewed version of the following article: Hirsch, Sara and Macleroy, Vicky. 2020. The art of belonging: exploring the effects on the English classroom when poetry meets multilingual digital storytelling. English in Education, 54(1), pp. 41-57, which has been published in final form at https://www.tandfonline.com/doi/full/10.1080/04250494.2019.1690394. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Keywords:	Spoken word, poetry, multilingual, digital storytelling, identities, belonging
Departments, Centres and Research Units:	Educational Studies
Dates:	Date Event 4 November 2019 Accepted 20 December 2019 Published Online 2020 Published
Item ID:	27935
Date Deposited:	06 Jan 2020 16:40
Last Modified:	20 Dec 2021 02:26
Peer Reviewed:	Yes, this version has been peer-reviewed.
URI:	https://research.gold.ac.uk/id/eprint/27935

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