Document Type

Article

Publication Date

4-2024

Publication Title

Middle School Journal

Publisher

Taylor & Francis

DOI

https://doi.org/10.1080/00940771.2024.2329511

Abstract

This study draws on the practice of digital storytelling (DST) to address the limited use of technology in middle school multilingual classrooms. Through critical and multiliteracy frameworks, DST can help create a more engaging and inclusive learning environment that supports the literacy development of multilingual learners (MLs). After reviewing and synthesizing empirical studies on DST as it applies to the middle school years, we provide a crosswalk focusing on four core areas: content, context, communication and language, and student identity. The crosswalk reveals how DST integrates Web 2.0 technology and promotes language and literacy development among middle school MLs.

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