Engaging young learners of English with multilingual digital storytelling (MDST) during covid-19 school closure
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(1) * Ermawati Zulikhatin Nuroh
Universitas Negeri Surabaya
Indonesia
(2) Pratiwi Retnaningdyah Universitas Negeri Surabaya
Indonesia
(3) Ahmad Munir Universitas Negeri Surabaya
Indonesia
(*) Corresponding Author
Abstract
The use of Multilingual Multimedia Storytelling (MDST) to teach English to primary school students is nothing new in Indonesia. However, digital learning is still not implemented in practice because English in primary schools is a local subject and a foreign language. In this research, the researchers used Multilingual Digital Storytelling (MDST) as a model for encouraging and reflecting on multiliteracy in education. They understand the importance of storytelling, and interactive storytelling has self-representation and communication with others. This research explicitly outlines our experience of using MDST as a pedagogical innovation for pupils aged 12 years. In this MDST project, students co-created digital stories as multimodal texts. In this regard, they used a variety of multilingual (e.g. Javanese, Bahasa Indonesia, and English) as well as visual and technical resources, which enabled them to communicate their real-life experience through digital stories. The practical consequences of the project are that English primary school teachers will experiment with MDST to involve students in effective project-based language learning.
HIGHLIGHTS:
The multilingual digital story (MDST) -making learning provided students with a new way to tell their own
story in a multilingual way, and to share and explore their life experiences through the production of digital
stories
2. Engaging students with multilingual digital stories, they have more creatively developed their stories based
on images taken by themselves.
3. English primary school teachers will experiment with MDST to engage students in language learning as an
effective method of innovative learning.
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References
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Stake, R. (2005). “Qualitative Case Studies.” In The Sage Handbook of Qualitative Research, edited by N. Denzin and Y. Lincoln, 443–466. Thousands Oaks, CA: Sage
Selwyn, N. (2012). Education in a Digital World: Global Perspectives on Technology and Education. New York, London: Routledge.
Swain, M. (2006). Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95-108). London: Continuum.
Thorne, S. (2010). “The Intercultural Turn and Language Learning in the Crucible of New Media.” In Telecollaboration 2.0: Language and Intercultural Learning in the 21st Century, edited by S. Guth and F. Helm, 139–165. Bern: Peter Lang.
Tobin, M. T. (2012). Digital storytelling: Reinventing literature circles. Voices from the Middle, 20, 40-48.
Widodo, H. P. (2016). Engaging young learners of English in a genre-based digital storytelling project. Cambridge: Cambridge University Press Language Teacher Research.
Wood, D., J. S. Bruner, and G. Ross. (1976). “The Role of Tutoring in Problem-Solving.” Journal of Child Psychology and Psychiatry 17: 89–100.
Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press
Yang, Y., and W. Wu. (2012). “Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study.” Computers & Education 59: 339–352.
Yang, Y-F. (2012). Multimodal composing in digital storytelling. Computers and Composition, 29, 221-238.
Anderson, J., Y.-C. Chung, and V. Macleroy, (2014a). “Critical Connections: Multilingual Digital Storytelling Project”, Research Flyer, London: Goldsmiths, University of London. http://research. gold.ac.uk/22825/
Anderson, T., and J. Shattuck. (2012). “Design-based Research: A Decade of Progress in Education Research?” Educational Researcher 41 (1): 16–25.
Anderson, J., and V. Obied/Macleroy. (2011). “Languages, Literacies, and Learning: From Monocultural to Intercultural Perspectives.” NALDIC Quarterly 8(3): 16–26.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
Blackledge, A., and A. Creese. (2010). Multilingualism: A Critical Perspective. London: Continuum
Bakhtin, M. M. (1981). The Dialogic Imagination. Four Essays, edited by M. Holquist C. Emerson and M. Holquist translated by. Austin: University of Texas Press
Cummins, C. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters
Castaneda, M. (2013). “I Am Proud that I did it and it’s a Piece of Me”: Digital Storytelling in the Foreign Language Classroom.” CALICO Journal 30(1): 44–62.
Cope, B., and M. Kalantzis. (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. London: Routledge.
Cope, B., and M. Kalantzis. (2013). “Multiliteracies”: New Literacies, New Learning.” In Framing Languages and Literacies, edited by Margaret Hawkins, 105–135. London: Routledge.
Darvin, R., and B. Norton. (2015). “Identity and a Model of Investment in Applied Linguistics.” Annual Review of Applied Linguistics (Cambridge University Press) 35: 36–56.
Evans, M., ed. (2009). Foreign Language Learning with Digital Technology. London: Continuum
Fraillon, J., J. Ainley, W. Schulz, T. Friedman, and D. Duckworth. (2019). Preparing for Life in a Digital World: The IEA International Computer and Information Literacy Study 2018 International Report. New York: Springer.
Garcia, O. (2009). Bilingual Education in the 21st Century. Oxford: Wiley-Blackwell.
Gonzales, N., L. Moll, and C. Amanti, (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Mahwah, NJ: Lawrence Erlbaum.
Hamilton, L., and C. Corbett-Whittier. (2013). Using Case Study in Education Research. London: Sage
Hawanti, S. (2014). Implementing Indonesia’s English language teaching policy in primary schools: The role of teachers’ knowledge and beliefs. International Journal of Pedagogies and Learning, 9, 162-170. doi: 10.1080/18334105.2014.11082029
Janks, H. (2010). Literacy and Power. London: Routledge
Jones, S., & Chapman, K. (2017). Telling stories: Engaging critical literacy through urban legends in an English secondary school. English
Labbo, L. D, Love, M. S., & Ryan, T. (2007). A vocabulary flood: Making words "sticky" with computer-response activities. Reading teacher, 60, 582-588
Lytra, V., and P. Martin, eds. (2010). Sites of Multilingualism: Complementary Schools in Britain Today. Stoke on Trent: Trentham.
Kramsch, C. (2014). “Teaching Foreign Languages in an Era of Globalisation: Introduction.” The Modern Language Journal 98(1): 296–311.
Kern, R., P. Ware, and M. Warschauer. (2008). “Network-Based Language Teaching.” In Encyclopedia of Language and Education, edited by N. Van Deusen-Scholl and N. H. Hornberger, 2nd ed. 4 vols. Second and Foreign Language Education, 281–292. New York: Springer Science + Business Media LLC.
Luke, A. (2013). “Regrounding Critical Literacy: Representation, Facts and Reality.” In Framing Languages and Literacies: Socially Situated Views and Perspectives, edited by M. Hawkins, 136–148. New York: Routledge.
Lytra, V., and P. Martin, eds. (2010). Sites of Multilingualism: Complementary Schools in Britain Today. Stoke on Trent: Trentham.
Mercer, N. (2000). Words and Minds. London: Routledge..
Mercer, S. (2016). “Seeing the World Through Your Eyes: Empathy in Language Learning and Teaching.” In Positive Psychology in SLA, edited by P. D. MacIntyre, T. Gregersen, and S. Mercer, 91–111. Bristol: Multilingual Matters.
Norton, B., and K. Toohey. (2011). “Identity, Language Learning and Social Change.” Language Teaching 44(4): 412–446.
Pappamihiel, N. E., & Knight, J. H. (2016). Using digital storytelling as a language experience approach activity: Integrating English language learners into a museum field trip. Childhood Education, 92, 276-280. doi: 10.1080/00094056.2016.1208005
Pahl, K., and J. Rowsell. (2012). Literacy and Education. 2nd ed. London: Sage. Parlett, M., and D. Hamilton. (1976). “Evaluation as Illumination.” In Curriculum
Reeves, T. (2006). “Design Research from a Technology Perspective.” In Educational Design Research, edited by J. van den Akker, K. Gravemeijer, S. McKenney, and N. Nieeven, 86–109. London: Routledge. Rowsell, J., E. Morrell, and D. Alvermann. 2017. “Confronting the Digital Divide: Debunk
Stake, R. (2005). “Qualitative Case Studies.” In The Sage Handbook of Qualitative Research, edited by N. Denzin and Y. Lincoln, 443–466. Thousands Oaks, CA: Sage
Selwyn, N. (2012). Education in a Digital World: Global Perspectives on Technology and Education. New York, London: Routledge.
Swain, M. (2006). Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95-108). London: Continuum.
Thorne, S. (2010). “The Intercultural Turn and Language Learning in the Crucible of New Media.” In Telecollaboration 2.0: Language and Intercultural Learning in the 21st Century, edited by S. Guth and F. Helm, 139–165. Bern: Peter Lang.
Tobin, M. T. (2012). Digital storytelling: Reinventing literature circles. Voices from the Middle, 20, 40-48.
Widodo, H. P. (2016). Engaging young learners of English in a genre-based digital storytelling project. Cambridge: Cambridge University Press Language Teacher Research.
Wood, D., J. S. Bruner, and G. Ross. (1976). “The Role of Tutoring in Problem-Solving.” Journal of Child Psychology and Psychiatry 17: 89–100.
Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press
Yang, Y., and W. Wu. (2012). “Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study.” Computers & Education 59: 339–352.
Yang, Y-F. (2012). Multimodal composing in digital storytelling. Computers and Composition, 29, 221-238.
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Published
2021-04-23
How to Cite
Nuroh , E. Z., Retnaningdyah , P., & Munir , A. (2021). Engaging young learners of English with multilingual digital storytelling (MDST) during covid-19 school closure. JEES (Journal of English Educators Society), 6(1), 133-138. https://doi.org/10.21070/jees.v6i1.1145
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Copyright (c) 2021 Ermawati Zulikhatin Nuroh , Pratiwi Retnaningdyah , Ahmad Munir
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