integrating the old and the new. digital storytelling

Integrating the Old and the New:Digital Storytelling in the EFL Language Classroom

Carmen Gregori-SignesUniversitat de València Estudi General

Presented by: Dyah MukaromahPostgraduate School. Yogyakarta State

University.

Review about the author

• Dr. Carmen Gregori-Signes.Lecturer at Universitat de Valencia in the Language and Linguistics section.Research interest: discourse analysis, media studies, use of new technologies in EFL classroom.

Robin, 2005-2008; Barret, 2004, 2006.

• A good way to engage students in both traditional and innovative ways of telling a story. Students learn how to combine basic multimedia tools with several activities.

Signes’s focus:

• Personal Educational Digital Storytelling. (EDS). To make it easier to differentiate it from the many different possibilities offered by the genre.

• The paper focus: expand on the adequacy of digital storytelling as a language learning and teaching tool and indicate some ways of using in different subject.

Principle of EDS adequacy by Common European Framework

• 1. innovating in teaching materials

• 2. motivation• 3. creativity• 4. flexibility• 5. new view on more traditional

ways of learning/teaching

Characterization of EDS as a tool for teaching EFL

1. Personal vs. instructional dimensionto include their own personal dimension. The final product will necessarily have to reflect, in on way or another, the student’s way of perceiving interpreting and transmitting the knowledge s/he has acquired or is still acquiring.

2. Skills development(Barrett, 2006a, 2006b; Robin, 2006), there are a number of skills that are brought together during the process of creating a digital story. These include research and writing skills, organization skills, technology skills, presentation skills, interpersonal skills, or problem-solving skills, which, in turn, develop digital literacy, global literacy, technology literacy, visual literacy, or information literacy.

Good Grammar and Language Usage

• Important elements for EDS adapted by Robins (2006) from Center of Storytelling: EDS will be highly effected by overall purpose of the story, narrator's p.o.v, dramatic questions, choice of content, clarity of the voice, paccing of the narrative, meaningful soundtrack, quality of the images, economy of the story detail and good grammar & language usage.

(the last elements related to the main purpose: to provide them with the means to improve their command of English.)

Intercultural Communication among peer

• One of the purposes of the Common European Framework of Reference for languages (2001) is to facilitate co-operation and communication between cultures. EDS, due to its easy production and the possibility of immediate web publishing, implies a fast exchange of information and access to the final products.

• EDS is a tool that can be used to help students overcome the shock of getting to know other cultures. For example, in the project I initiated with the UVEG (Gregori-Signes, 2006), one of the sections is Erasmus. In this section, I hope to upload more digital stories that will shareexperiences of Erasmus international exchange students. The idea isto include digital stories from both incoming and outgoing students. These will serve as a reference to get to know more about the people they may find in the University of Valencia and in Spain, in general, and also to talk about how some of them felt when going abroad.

Sample of EDS web layout

Content based VS English-Usage based

• Different types of digital story may suit different subject (In Valencia: subjects on English usage & concept subjects).

• Types of digital story could be said to correspond with any of the traditional genres. (e,g: personal stories, historical events, narratives, etc)

No. EDS Genre based EDS

English Usage based EDS

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Students shared experience on latest study tour.Students exchanging their EDS product about local historical event on their area.EDS about learning words stress.EDS about money managements for students.EDS discussing on Language Acquisition Device

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Examples Of Educational Projects In The EFL Classroom

• 1.peer to peer database. To develop series of personal educational stories in different subjects

• 2. Personal Development. Student will be asked to do self-presentations, self-development, opinions about one particular topic, guides for job interviews, etc.

3. Intercultural values. Help incoming students integrate into the Valencian and Spanish way of life in general, both at academic and sociocultural levels.

4. Discourse organization and structure. It will encourage students to synthesize and extrapolate the characteristics of different genres so that they can be used as a starting point of reference for a more in-depth study (reception and interpretation) of literary works or other types of discourse (e.g. advertising, sitcoms, newspaper articles).

Conclusion

Introducing EDS within EFL classroom is beneficial for the multi-purpose tools that help students enjoy the learning process.

Thank you….