Heather A. Linville - Böcker

This innovative, accessible book is an introduction to using digital storytelling in language teaching, with a focus on English as an Additional Language (EAL) instruction. Linville and Vinogradova provide a clear framework that addresses translanguaging and multimodal meaning making in teaching multilingual learners (MLs) through use of digital storytelling.This book provides detailed guidance on how to incorporate digital storytelling into language teaching, building on recent developments in the fields of TESOL and language education that position multilingualism and multiliteracies as important components of any language instruction. Through this text and accompanying activities, readers will understand how to work with MLs to create multimodal digital texts. This book offers an easy-to-follow, step-by-step process for language educators to follow to support MLs’ digital storytelling projects in any EAL classroom. Featured digital storytelling projects from EAL practitioners in various contexts, as well as multiple examples and resources, are included for each stage of the process, always grounded in contemporary TESOL theories (e.g., critical pedagogy, culturally responsive teaching, translanguaging, and a pedagogy of multiliteracies). This framework supports the development of multilingualism and multiliteracies and can be adapted by educators of other world languages for any language education setting.Grounded in contemporary TESOL theories, this book is an essential text for courses on technology in TESOL and TESOL methods courses, as well as for language educators.

This innovative, accessible book is an introduction to using digital storytelling in language teaching, with a focus on English as an Additional Language (EAL) instruction. Linville and Vinogradova provide a clear framework that addresses translanguaging and multimodal meaning making in teaching multilingual learners (MLs) through use of digital storytelling.This book provides detailed guidance on how to incorporate digital storytelling into language teaching, building on recent developments in the fields of TESOL and language education that position multilingualism and multiliteracies as important components of any language instruction. Through this text and accompanying activities, readers will understand how to work with MLs to create multimodal digital texts. This book offers an easy-to-follow, step-by-step process for language educators to follow to support MLs’ digital storytelling projects in any EAL classroom. Featured digital storytelling projects from EAL practitioners in various contexts, as well as multiple examples and resources, are included for each stage of the process, always grounded in contemporary TESOL theories (e.g., critical pedagogy, culturally responsive teaching, translanguaging, and a pedagogy of multiliteracies). This framework supports the development of multilingualism and multiliteracies and can be adapted by educators of other world languages for any language education setting.Grounded in contemporary TESOL theories, this book is an essential text for courses on technology in TESOL and TESOL methods courses, as well as for language educators.

The twelfth volume in the Routledge-TIRF series presents research on the use of technology and digital learning in English as an additional language (EAL) instruction. With chapters written by TESOL scholars, including senior scholars as well as TIRF Doctoral Dissertation Grant (DDG) awardees, the book explores various aspects of teaching and learning English in digital spaces. The term digital spaces refers to any space or environment where technology and digital tools (e.g., applications, social media, video-editing software, to name just a few) are used to facilitate and advance language learning. The use of digital tools and spaces has become a prominent topic in TESOL and language education in general. Various scholars have highlighted the importance of digital literacy and multiliteracies development among language learners and have demonstrated how learner engagement with digital spaces and tools can facilitate productive, collaborative, and ultimately more successful language learning at various levels. The readers of this volume – language educators and researchers – need up-to-date research findings on various approaches to language learning and teaching shaped by digital spaces present in various educational settings. This volume will offer readers examples of how researchers and teachers in language education utilize digital spaces in order to impact approaches to classroom practices.

The twelfth volume in the Routledge-TIRF series presents research on the use of technology and digital learning in English as an additional language (EAL) instruction. With chapters written by TESOL scholars, including senior scholars as well as TIRF Doctoral Dissertation Grant (DDG) awardees, the book explores various aspects of teaching and learning English in digital spaces. The term digital spaces refers to any space or environment where technology and digital tools (e.g., applications, social media, video-editing software, to name just a few) are used to facilitate and advance language learning. The use of digital tools and spaces has become a prominent topic in TESOL and language education in general. Various scholars have highlighted the importance of digital literacy and multiliteracies development among language learners and have demonstrated how learner engagement with digital spaces and tools can facilitate productive, collaborative, and ultimately more successful language learning at various levels. The readers of this volume – language educators and researchers – need up-to-date research findings on various approaches to language learning and teaching shaped by digital spaces present in various educational settings. This volume will offer readers examples of how researchers and teachers in language education utilize digital spaces in order to impact approaches to classroom practices.

Appropriate for those new to the topic and established scholars, this holistic text examines the nexus of advocacy and English-language teaching, beginning with theories of advocacy, covering constraints and challenges in practice, and offering a range of hands-on perspectives in different contexts and with different populations. Bringing together wide-ranging and diverse viewpoints in TESOL, this volume examines the role of advocacy through a social justice lens in a range of contexts, including K-12 classrooms and schools, adult and higher education settings, families and communities, and teacher-education programs and professional organizations. Advocacy in English Language Teaching and Learning offers readers a deeper understanding of what advocacy is and can be, and gives teacher candidates and educators the tools to advocate for their students, their families and communities, and their profession.