Abstract:

In the last decade, Digital Storytelling (DS) has increasingly emerged as a powerful teaching and learning tool for both teachers and students, and many scholars have documented its educational, multi-layered value. Becoming authors of digital stories that combine several types of media contributes to enhancing students’ motivation, engagement and creativity; helps pupils exercise critical thinking and problem-solving competencies; encourages children to organize and express their ideas in a personally meaningful way (Di Blas & Paolini, 2013; De Rossi & Petrucco, 2013; Robin, 2008; Sadik, 2008). When DS is integrated into the curriculum, it increases students’ critical understanding of curricular contents, and provides a strong foundation for Twenty-First Century Skills (Brown, Bryan & Brown, 2005; Pezzot, 2016; Robin, 2008). Furthermore, the creation of digital stories in small groups encourages interaction and communication among peers; supports the exchange of different points of view; and enhances cooperation, social cohesion and inclusion (Di Blas, 2010; Göttel, 2011; Papadimitriou et al., 2013).

However, only a few studies (Anderson & Macleroy, 2016; Edwards et al., 2002; Lu et al., 2011; Pezzot, 2016) have explored the specific opportunities that DS tool can provide when applied in culturally and linguistically diverse school contexts, not only as a means to develop the plurilingual and intercultural competencies that represent an essential part of Twenty-First Century Skills; but also as a valuable tool to increase students’ and teachers’ cultural and linguistic awareness, valorise multilingualism as a resource, and reduce prejudice.

The present paper, set within the EU-funded international project ISOTIS (Inclusive Education and Social Support to Tackle Inequalities in Society – http://www.isotis.org/), aims to address this gap. It presents the implementation of Multilingual Digital Storytelling activities in two primary school classes (7-to 8 and 8-to 9-year-old children) in a highly culturally and socially diverse school in Italy. The study was conducted within a qualitative and phenomenological paradigm of research (Denzin & Lincoln, 2015). Data was collected through field observations in the classrooms and focus-group interviews with children, teachers and parents. The paper will discuss the educational and formative impact of this experience on children, teachers, and parents.

Keywords:

Multilingualism, multiculturalism, inclusive education, Digital Storytelling.