Heritage-Based Digital Storytelling for Elementary Multilingual Learners

Abstract

In order to provide equitable learning environments for all students, particularly multilingual learners (ML), educators must utilize engaging and culturally relevant-sustaining educational methods. Infusing digital storytelling (DST), creating a story or disseminating information through digital means, with a cultural lens is promising for MLs. This small-scale study’s purpose was to determine students’ and teachers’ perceptions about the Heritage-Based Digital Story Intervention, a culturally relevant-sustaining educational DST. Second grade MLs researched their heritage countries to create a DST. Students and teachers were interviewed after the intervention. Results showed both groups had very positive perceptions of the Heritage-Based DST Intervention.

Keywords

classroom childhood inclusion social emotional learning

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