Bilingual Learners Remixing Their Identities Through Digital Storytelling

• In Event: Bilingual Education Research Poster Session 1

Abstract

This study explores the perceptions and experiences of middle school bilingual students who used digital storytelling to shape their identities and to reflect on their experiences in a year-end capstone project. The project followed experiential learning principles, connecting hands-on experiences to reflection on those experiences during the project. Based on a qualitative research method and digital story analysis, the findings indicate that bilingual learners considered the capstone project a positive learning experience, helping to connect what they learned during the semester to real life experiences, and that they composed digital stories successfully to reflect upon their learning, their home cultures, and their identities. We attend particularly to how they remixed various resources to accomplish these ends.

Authors

• Stanton E F Wortham, Boston College

• Deoksoon Kim, Boston College

• Yinyun Zhu, Boston College

• Qingyue Chen, Boston College

• Xin Shen, Boston College

• Jingyi Xu, Boston College

• Yezi Zhang, Boston College

• Taesung Kim, Boston College