Three Saudi ESOL Preservice Teachers' Experiences, Identities, and Meaning-Making Methods in a Digital Storytelling Project

• In Event: 61.071 - Sheraton Roundtable Session 10 - Grand Centre
  In Roundtable Session: 61.071-13 - Multimodal Artifacts, Narratives, and Affective Experiences

Abstract

This is a qualitative multiple case study to investigate English for Speakers of Other Language (ESOL) preservice teachers’ experiences and identities when completing digital storytelling. The participants were three Saudi students in an ESOL preservice teacher education program in America. The purpose of this study was to identify their experiences, identities, and meaning-making methods when developing digital storytelling. The findings indicated the participants’ agency, active meaning-making procedures, learning, and teacher identities were remarkable when they completed digital storytelling. The presenter discusses digital storytelling as (a) the meaningful task to facilitate preservice teachers’ agency and active learning and (b) the mediation to dialogue with themselves and the world. Pedagogical implications of the digital storytelling in teacher education will also be suggested.

Author

• Ho-Ryong Park, Murray State University