Digital storytelling as practice-based participatory pedagogy for English for specific purposes
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Margarida Morgado
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Tanja Vesala-Varttala
Abstract
English for Specific Purposes (ESP) teachers in Higher Education struggle with introducing variation and meaning into courses, while addressing 21st century skills development for global employment markets. Digital storytelling in its many forms constitutes fertile ground for engaging students while learning the specific academic and professional languages for their fields of knowledge, through using English as a lingua franca (ELF). The article presents and discusses a pedagogical framework for digital storytelling (DST) that promotes purposeful learning through EFL in two different contexts, in Portugal and Finland. The framework consists of five storytelling steps: (1) research and audience insight; (2) concept design; (3) scripting and storyboarding; (4) digital production; and (5) publication and engagement. The framework was piloted during the 2021–22 academic year with two first-year Business English classes in Office Management and one second-year ESP class in Tourism Management in a Portuguese Polytechnic as well as with an advanced-level ELF class in International Marketing and Communication in a Finnish University of Applied Sciences. Learning through DST provided students with rich opportunities for engagement and interaction, while also developing their skills in language and communication, storytelling, teamwork, digital literacy, and critical thinking. The DST framework has the potential to promote purposeful learning and empower students as active participants in media culture.
Funding source: This project has been co-funded with support from the European Union
Award Identifier / Grant number: Grant agreement number 2020-1-FI01-KA226-HE-092760
Acknowledgements
The framework and data were collected with the support of the Erasmus+ programme of the European Union. Project Learn to Change – Collaborative Digital Storytelling for Sustainable Change (LEARN&CHANGE), 2020-1-FI01-KA226-HE-092760.
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Research funding: This project has been co-funded with support from the European Union (Grant agreement number 2020-1-FI01-KA226-HE-092760).
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Disclaimer: The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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© 2023 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Introduction
- The fascinating world of language teaching and learning varieties
- Research Articles
- Aspiring multilinguals or contented bilinguals? University students negotiating their multilingual and professional identities
- The (im)possibility of breaking the cycle of rippling circularities affecting Australian language education programs: a Queensland example
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- Enhance sustainability and environmental protection awareness: agency in Chinese informal video learning
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- Seeing innovation from different prisms: university students’ and instructors’ perspectives on flipping the Spanish language classroom
- Investigating syntactic complexity and language-related error patterns in EFL students’ writing: corpus-based and epistemic network analyses
- Using Google Docs for guided Academic Writing assessments: students’ perspectives
- Digital storytelling as practice-based participatory pedagogy for English for specific purposes
- Is individual competition in translator training compatible with collaborative learning? The case of the MTIE Translation Award
- Tackling the elephant in the language classroom: introducing machine translation literacy in a Swiss language centre
- Institutionalised autonomisation of language learning in a French language centre
- The story of becoming an autonomous learner: a case study of a student’s learning management
- The effect of collaborative activities on tertiary-level EFL students’ learner autonomy in the Turkish context
- Learner autonomy and English achievement in Chinese EFL undergraduates: the mediating role of ambiguity tolerance and foreign language classroom anxiety
- Activity Reports
- Lehre am Sprachenzentrum der UZH und der ETH Zürich: Positionspapier
- Communication course for future engineers – effective data presentation and its interpretation during LSP courses
- Dialogic co-creation in English language teaching and learning: a personal experience
Artikel in diesem Heft
- Frontmatter
- Introduction
- The fascinating world of language teaching and learning varieties
- Research Articles
- Aspiring multilinguals or contented bilinguals? University students negotiating their multilingual and professional identities
- The (im)possibility of breaking the cycle of rippling circularities affecting Australian language education programs: a Queensland example
- Lernen mit LMOOCs im universitären Deutschunterricht: Entscheidungshilfen für Deutschlehrende
- Enhance sustainability and environmental protection awareness: agency in Chinese informal video learning
- Gamification and learning Spanish as a modern language: student perceptions in the university context
- Seeing innovation from different prisms: university students’ and instructors’ perspectives on flipping the Spanish language classroom
- Investigating syntactic complexity and language-related error patterns in EFL students’ writing: corpus-based and epistemic network analyses
- Using Google Docs for guided Academic Writing assessments: students’ perspectives
- Digital storytelling as practice-based participatory pedagogy for English for specific purposes
- Is individual competition in translator training compatible with collaborative learning? The case of the MTIE Translation Award
- Tackling the elephant in the language classroom: introducing machine translation literacy in a Swiss language centre
- Institutionalised autonomisation of language learning in a French language centre
- The story of becoming an autonomous learner: a case study of a student’s learning management
- The effect of collaborative activities on tertiary-level EFL students’ learner autonomy in the Turkish context
- Learner autonomy and English achievement in Chinese EFL undergraduates: the mediating role of ambiguity tolerance and foreign language classroom anxiety
- Activity Reports
- Lehre am Sprachenzentrum der UZH und der ETH Zürich: Positionspapier
- Communication course for future engineers – effective data presentation and its interpretation during LSP courses
- Dialogic co-creation in English language teaching and learning: a personal experience
