Incorporating L2 Learning Principles into Teaching ApproachesThrough Digital Storytelling<br />Elena Poltavtchenko<br />No...
Outline<br /><ul><li>Definition and types of DS
Process of creating a DS
Educational uses of DS
Positive outcomes reported by practitioners
Reported classroom activities that support these outcomes and corresponding L2 learning principles
Potential challenges for using DS in ESL classes
Tips for implementing DS projects
Conclusion</li></li></ul><li>What are digital stories?<br />Digital Stories (DS) are multimedia projects that<br /><ul><li...
Focus on a particular theme or viewpoint
Often have strong emotional component</li></li></ul><li>Process of creating DS<br />
Types of DS<br /><ul><li>Personal
History
Character
Work
Love
Recovery
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Incorporating L2 Learning Principles into Teaching Approaches Through Digital Storytelling by Elena Poltachenko & Liz Iannotti

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Tesol2011 digital storytelling upload

  1. 1. Incorporating L2 Learning Principles into Teaching ApproachesThrough Digital Storytelling<br />Elena Poltavtchenko<br />Northern Arizona University<br />Elizabeth Iannotti<br />LaGuardia Community College<br />
  2. 2. Outline<br /><ul><li>Definition and types of DS
  3. 3. Process of creating a DS
  4. 4. Educational uses of DS
  5. 5. Positive outcomes reported by practitioners
  6. 6. Reported classroom activities that support these outcomes and corresponding L2 learning principles
  7. 7. Potential challenges for using DS in ESL classes
  8. 8. Tips for implementing DS projects
  9. 9. Conclusion</li></li></ul><li>What are digital stories?<br />Digital Stories (DS) are multimedia projects that<br /><ul><li>Combine narrative with digital content by mixing images, sound, text, narration, and video, to create a short movie
  10. 10. Focus on a particular theme or viewpoint
  11. 11. Often have strong emotional component</li></li></ul><li>Process of creating DS<br />
  12. 12. Types of DS<br /><ul><li>Personal
  13. 13. History
  14. 14. Character
  15. 15. Work
  16. 16. Love
  17. 17. Recovery
  18. 18. Discovery
  19. 19. Informational / instructional
  20. 20. Persuasive / argumentative
  21. 21. Reflective
  22. 22. Adventure
  23. 23. Accomplishment</li></li></ul><li>Educational uses of DS<br />
  24. 24. DS as a learning tool<br />Study skills<br /><ul><li>Research
  25. 25. Organizational
  26. 26. Technology
  27. 27. Presentation
  28. 28. Problem-solving
  29. 29. Assessment / Reflection
  30. 30. Critical thinking
  31. 31. Creative outlet</li></ul>Language skills<br /><ul><li>Reading
  32. 32. Writing
  33. 33. Speaking
  34. 34. Listening
  35. 35. Vocabulary
  36. 36. Pronunciation</li></li></ul><li>Most cited benefits<br />Increased content knowledge / Deeper understanding of material<br />Enhanced ability to use digital, visual, textual, and technological tools in teaching and learning (multimodal literacy skills)<br />Increased motivation, engagement, enjoyment<br />Enhanced creativity / Improved confidence, self-esteem, attitude toward learning / Improved abilities to think critically and solve problems<br />Increased autonomy and sense of responsibility for own learning<br />Improved abilities to function in a group (social, collaborative skills)<br />Enhanced language skills(6 NS and 7 ESL/EFL)<br />Increased involvement due to authenticity of experience<br />Increased interest as a result of a unique learning experience, novelty<br />
  37. 37. Use of DS in language classrooms<br />DS in classes for NS students<br /><ul><li>Six articles mentioned enhanced language skills, such as
  38. 38. Basic skills in reading and writing
  39. 39. Oral communication
  40. 40. Public speaking
  41. 41. Expository writing </li></ul>DS in ESL/EFL classes<br /><ul><li>All seven articles on DS projects in L2 classrooms reported enhanced language skills, such as
  42. 42. Writing
  43. 43. Speaking
  44. 44. Reading, including foundational literacies (reading comprehension, fluency, text decoding, vocabulary)
  45. 45. Listening comprehension</li></li></ul><li>DS and L2 learning principles<br />Reported activities in DS projects<br />Students communicate to achieve meaningful results<br />Students produce written and spoken drafts, receive feedback and revise<br />Associated L2 learning principles<br />Use of authentic language interactions, need for genuine communication<br />Repeated opportunities for output, modified input, and negotiated meaning<br />
  46. 46. DS and L2 learning principles (cont’d)<br />Reported activities in DS projects<br />Instruction is customized for each learner. Activities are designed and sequenced to promote autonomy<br />Learning occurs through manageable yet challenging tasks; learners choose the topics and sometimes partners<br />Associated L2 learning principles<br />Learner-centered classrooms, scaffolding, gradual development of autonomy<br />Increased sense of control of one’s project and learning; enjoyment, motivation<br />
  47. 47. Potential challenges<br />Class management<br /><ul><li>Too many projects
  48. 48. Pair up or group students
  49. 49. Assessment
  50. 50. Use existing rubrics “as is” or adapt to fit your students’ projects
  51. 51. Students focus too much on technology
  52. 52. Emphasize other elements
  53. 53. Give specific language-related tasks and feedback</li></li></ul><li>Potential challenges<br />Technology<br /><ul><li>Lack of confidence in teaching use of software</li></ul>Provide written instructions/tutorials<br /><ul><li>Low level of technology skills among students</li></ul>Provide step-by-step demonstration<br />Pair up less skillful students with more tech savvy ones<br />Provide links to sites with free images, music, tutorials<br /><ul><li>Not enough computers</li></ul>Create group projects<br /><ul><li>Low language level</li></ul>Provide scaffolding<br />Start with easy projects (alphabet, daily activities)<br />
  54. 54. Helping language learners succeed through DS<br />• Plan well<br />• Keep the scope within limits of practicality, be realistic<br /><ul><li>Consider creating groups and assigning collaborative projects
  55. 55. Break the project into stages, each with its own grade</li></ul>• Include project reviews in the timeline; intervene when project is off-track.<br />• Stress creativity, effort, and unity of text, image, and transition.<br />• Start with low stakes, fun, fluency-based storytelling activities.<br />• Use a story map and storyboard; these are fun and helpful.<br />• Provide links to open resources (to prevent copyright infringement).<br />• Talk to relevant people at school for multimedia support.<br />Celebrate with a film festival and popcorn!<br />
  56. 56. Conclusion<br />DS is a tool that can be used in L2 classrooms to <br /><ul><li>Promote authentic language interactions for genuine communicative needs</li></ul>Purposeful opportunities for an integrated focus on form and other aspects of language<br /><ul><li>Facilitate interaction among students</li></ul>Repeated opportunities for output, modified input, and negotiated meaning<br />Additional opportunities for practice in all four skills<br /><ul><li>Promote deeper understanding of the material
  57. 57. Increase students’ motivation and autonomy
  58. 58. Learning through manageable but challenging tasks
  59. 59. Control of one’s project</li></li></ul><li>Implementing DS<br /><ul><li>Take a couple of minutes and jot down ideas for at least two DS projects which can help you promote language learning in your L2 classroom(s)
  60. 60. Then turn to a person sitting next to you and share your ideas
  61. 61. Can you think of any other uses?</li></li></ul><li>Thank you<br />Do you have any questions?<br />
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