Student Identity
Confidence
Students gain confidence as they become more competent with their use of the technology, and recognise their expanded opportunities being multilingual.
Pride
Students feel pride for creating something that is personal, and took hard work. They can represent themselves fully and completely in a space that values them.
Exceptional Learner
Through the writing process, students will be pushed to create something unique and significant to them. This will take motivation, dedication, and patience. They will be focusing on their holistic self, as cognitive, emotional, physical, and cultural self. This will foster learner agency and a sense of ownership of their work.
Family Member
Students can shares parts of themselves that they may not show with their family. With the nurturing of all their languages, they can communicate inter-generationally and maintain their cultural heritage.
Community Member
By engaging with multiliteracies, students practice creating texts of self-representation and otherness. They have the opportunity to share a part of themselves adds to a multicultural and multilingual society.
Using technology with your multilingual learners can help expand and strengthen their identity in your classroom, and in the greater community. Students will be actively participating with mediums while pursuing interests, and gaining a greater understanding of their "potential selves".
References
Anderson, J., Chung, Y. C., & Macleroy, V. (2018). Creative and critical approaches to language learning and digital technology: findings from a multilingual digital storytelling project. Language and Education, 32(3), 195-211.
Castaneda, M. E. (2013). I am proud that I did it and it’sa piece of me”: Digital storytelling in the foreign language classroom. Calico journal, 30(1), 44-62.
Cummins, J., Hu, S., Markus, P., & Kristiina Montero, M. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL quarterly, 49(3), 555-581.
Molyneux, P., & Aliani, R. (2016). Texts, talk and technology: the literacy practices of bilingually-educated students. Trabalhos em Linguística Aplicada, 55(2),2.
Ntelioglou, B. Y., Fannin, J., Montanera, M., & Cummins, J. (2014). A multilingual and multimodal approach to literacy teaching and learning in urban education: A collaborative inquiry project in an inner city elementary school. Frontiers in psychology, 5, 533.
Park, H. R., & Kim, D. (2016). English language learners' strategies for reading computer-based texts at home and in school. calico journal, 33(3).
Rowe, L. W. (2018). Say it in your language: supporting translanguaging in multilingual classes. The Reading Teacher, 72(1), 31-38.
Rowe, D. W., & Miller, M. E. (2016). Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds. Journal of Early Childhood Literacy, 16(4), 425-472.
Shin, D. S., & Seger, W. (2016). Web 2.0 technologies and parent involvement of ELL students: An ecological perspective. The Urban Review, 48(2), 311-332.
Song, K. (2016). “Okay, I will say in Korean and then in American”: Translanguaging practices in bilingual homes. Journal of Early Childhood Literacy, 16(1), 84-106.
Souto‐Manning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70(3), 263-271.