The Art of Belonging: Exploring the Effects on the English Classroom When Poetry Meets Multilingual Digital Storytelling

Autor/inn/en	Hirsch, Sara; Macleroy, Vicky
Titel	The Art of Belonging: Exploring the Effects on the English Classroom When Poetry Meets Multilingual Digital Storytelling
Quelle	In: English in Education, 54 (2020) 1, S.41-57 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2019.1690394
Schlagwörter	Multilingualism; Story Telling; English Instruction; Secondary School Students; Poetry; Teacher Educators; Teacher Attitudes; Creativity; Speech Communication; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Information Technology; Ethnography; Action Research; Teaching Methods; Films; Self Concept; Cultural Pluralism; Cultural Differences; Cultural Awareness; Program Descriptions; Student Attitudes; United Kingdom (London) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English langauage lessons; Englischunterricht; Sekundarschüler; Lyrik; Poesie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Kreativität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Informationstechnologie; Ethnografie; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Film; Selbstkonzept; Kulturpluralismus; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Schülerverhalten
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01