WHO TELLS YOUR STORY?

If you haven’t already, listen to the soundtrack of the Broadway hit, Hamilton.  It has taught me lessons about history, life, love, and captivating an audience.  I’ve never been all that interested in history.  (My high school history teacher once caught be doodling the word, “BORED,” across my notes so big that he asked me about it after class.  My excuse was that I was just, “testing out a new font.”)  Lin Manuel-Miranda took that unengaged learner and transformed her into someone who cannot stop reading about the founding fathers. 

How?  It’s the art of crafting a good story.

The only problem is putting it together.  Students struggle to find their voice and tell a story.  L2 learners can have a particularly difficult time with storytelling because they can be hindered by language and grammar.  They know the story that they want to tell, but creating something that will translate well, and captivate the audience the way they want is quite a feat.  This week I reflected on using Digital Stories in the L2 classroom…  But rather than focusing on the product, I focused on the process of creating a Digital Story.  Then, I read this article, about students pairing with elders to help tell their stories.  The benefits to this scenario stretch far and wide.  L2 learners must practice their speaking and listening skills, along with their reading and writing skills.  Pairing L2 learners with other people creates an environment where everyone benefits.  In addition to that, it can help students learn tolerance and gain perspective. 

How do we move toward Digital Stories when we already have a full plate?

This week I also read about the importance of early intervention with regards to supporting literacy.  The article argues the old saying, “a stitch in time saves nine…”  Another school district that I read about saw dramatic improvement in early literacy by delivering explicit and direct instruction.  The school district credits these gains to professional development programs for the teachers, and a switch to full day Kindergarten. 

Put it all together.  What do you get? 

L2 learners gaining experience and knowledge using Digital Stories.  Pair L2 learners with Kindergarteners who need early literacy support in school.  The students can work together to help one another learn, write a script, and captivate an audience.  The storytelling approach provides direct and explicit instruction because L2 learners need to fully go through the editing and revision process to perfect their work.  The students will learn by doing.  They hold the key; they have ownership.  They won’t have time to sit back and doodle about their boredom; they’ll become entranced by their story.  They’ll take pride in their work.  And who knows… they could end up inspiring some otherwise unengaged learners to be curious too.