Multilingual digital storytelling within a thematic approach Language Learning Matters 24 th April, 2014 Jim Anderson and Luma Hameed

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 ( ) 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)

5 St Michael’s Grammar School Peace School Ealing Arabic School Hua Hsia School Wanstead High School Sarah Bonnell School Fengshan Senior High School Project schools: London and overseas Mainstream school Lycee Ibn Sahnoon Community based supplementary school Goldsmiths, University of London Gladesmore Community School Bohunt School Hajjah Rashda al Masri School Greek School Potters Bar Croatian Supplementary School

Texx 6 MDST Culture(s ) Language(s) Identity(ies) Critical thinking Autonomy Technology Local Global Active citizenship Communities of practice

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 Mindmap (ref. ‘graphic organisers’ / SmartArt in Microsoft Office) Chinese Zodiac 12 animals Animal descriptions (in Chinese tradition) What animals eat and drink Race of the animals Landscapes during race Animal likes and dislikes 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?

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 14 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

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

16 Project website