VDMIS Newsletter - July 2015 (Plain Text Version)
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EXTRA CATEGORIES DIGITAL IDENTITY TEXTS: IMMIGRATION STORIES OF COMING TO CANADA
The opportunity to create student work as identity texts is an effective method of engaging ELLs. At the 2015 TESOL convention in Toronto, I presented an immigration story project that was completed by my ELLs from six different schools. These schools have low ESL populations and this often leads to feelings of isolation for these learners. By creating immigration stories in a digital format, the stories were shared across schools and were a connection between the schools and students to combat those feelings of isolation. The choice to use technology for identity texts is recommended by Cummins, Mirza, and Stille (2012) who state, “Technology acts as an amplifier to enhance the process of identity text production and dissemination.” To tell the immigration stories, we chose to use Apple’s iMovie software. Sensitive to students’ backgrounds, only willing participants wrote their stories using a set of question prompts to guide them. The stories were typed and copied into the program, or, for those very young students lacking more developed literacy skills, voice responses were recorded directly into the project. To personalize the project further, the students included drawings or personal photographs, and used voiceover to either read their texts or add first language translation. Music from their first language complemented their work in the background. When using technology, I find the students’ level of engagement is always high. iMovie is quite intuitive and the results are very polished, leaving students with a feeling of pride and accomplishment. The resulting digital journey stories are time capsules that preserve each ELL’s voice, accent, and level of English proficiency at an early point in their English language development for them to revisit and reflect on in later years. Reference Cummins, J., Mirza, R., & Stille, S. (2012). English language learners in Canadian schools: Emerging directions for school-based policies. TESL Canada Journal 2012 Special Issue, 29, 25–48. Angela Sioumpas is an itinerant ESL teacher with the Toronto District School Board in Toronto, Canada. She works in six different schools to support ELLs in Grades 1–8, and those ELLs’ teachers to understand issues and modifications for their students. Angela also teaches an online course, “Diversity in Adult Learning,” for the University of Calgary, Department of Continuing Education. |
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