Abstract
Recent development in the areas of digital multimodal composing (DMC) and digital storytelling (DST) coincides well with the call to support English learners’ (ELs’) home languages and resources through multilingual pedagogy. DMC incorporates various modalities of meaning-making including written and audio text, images, graphics, animation, videos, and hyperlinks to create a multimodal digital text. DST, as a form of DMC, can emphasize creators’ multilingual repertoires and identity negotiation through the expression of personal multimodal narratives. Significant work has been done by Teaching English to Speakers of Other Languages (TESOL) educators who have incorporated DST into English language curricula and teaching. However, there is limited exploration into how DST can offer a multimodal space for home languages in English language education and thus support multilingualism. In this chapter, we explore the role of translanguaging in English language instruction, and how DST can offer a multimodal space for translanguaging. To offer practical guidelines to educators, we outline ten steps of DST production with suggestions on how to incorporate them into language instruction and scaffold ELs’ translanguaging in this process. Through this work, we demonstrate the value of multilingualism and translanguaging in TESOL.
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