About this paper

Appears in:
Page: 1928
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

DIGITAL STORYTELLING AND ESL: WRITING PROCESS LEAVES THE PAGE

E. Pappamihiel

University of North Carolina Wilmington (UNITED STATES)
In this study the results of an investigation of the use of Digital Storytelling (DST) in an English as a Second Language (ESL) classroom are explored. Through the use of narrative inquiry, this project showed that the ESL teacher made more effective, efficient use of the writing process approach. Through the use of DST, both teachers and English language learners (ELLs) were more effective users of the writing process approach, implementing it to more fully engage in prewriting, drafting, revising and publishing. Over the course of this two-year project, ELLs were able to find their voices in a way that went beyond traditional essays.
Writing instruction in US schools experienced a paradigm shift from product to process-based writing and, over thirty years later, continues to inspire teachers and researchers to examine the complex work that students do during the writing act. Even though process writing can be enacted in multiple ways and is dependent upon an individual teacher’s epistemological beliefs about teaching and learning, the phenomenon encompasses several widely accepted tenets. The anchoring concepts of the writing process include a process over product orientation, the primacy of authentic audiences and purposes, student ownership of the writing act, development of an authentic voice, self-expression, and writing as a tool for thinking.
In our study, we examined how DST projects were implemented to improve the writing skills of adolescent ELLs. We found that during the DST process, ELLs were more likely to implement effective prewriting strategies, and actively engage in editing (including peer-scaffolded editing) throughout the DST process. Perhaps one of the most effective aspects of DST is that the process gives ELLs a sense of audience that was not evident in traditional writing activities. Finally, the DST process allowed ELLs to scaffold visuals and text to more effectively express themselves in an unfamiliar language.
Conclusions drawn indicate the DST projects, while intense, can help ELL learn to implement a writing process approach and increase their writing skills at both an academic and social level.
@InProceedings{PAPPAMIHIEL2011DIG,
author = {Pappamihiel, E.},
title = {DIGITAL STORYTELLING AND ESL: WRITING PROCESS LEAVES THE PAGE},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {1928}}
TY - CONF
AU - E. Pappamihiel
TI - DIGITAL STORYTELLING AND ESL: WRITING PROCESS LEAVES THE PAGE
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 1928
EP - 1928
ER -
E. Pappamihiel (2011) DIGITAL STORYTELLING AND ESL: WRITING PROCESS LEAVES THE PAGE, EDULEARN11 Proceedings, p. 1928.
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