Week 3: The Voices of Multilingual Learners

 

Voices of Multilingual Learners

For my digital storytelling project, I would like to create a story titled Voices of Multilingual Learners. The story will center on three middle school students who are in the Culturally and Linguistically Diverse Education program and whose first languages are not English. Each student will share their personal experiences learning English, navigating a new culture, and finding their place within the school community. The film will be created by compiling interview responses from students using guiding questions that invite them to reflect on their challenges, strengths, and hopes for the future. The purpose of this project is to build empathy among educators and highlight the resilience and potential of multilingual learners.

Type and Purpose of the Story

This project takes the form of a short documentary that combines personal storytelling with a message of social awareness. According to Brailas (2016), digital storytelling helps individuals make sense of their experiences by linking personal narratives to broader cultural and educational contexts. I hope to amplify the voices of multilingual students who are often underrepresented in school narratives, helping educators better understand the human stories behind language acquisition and academic adaptation. The intended impact is twofold: to spark empathy among teachers and to empower multilingual learners by giving them a platform to share their own perspectives.

Story Elements (Ohler’s Framework)

According to Ohler (2023), every effective digital story includes key elements such as a relatable character, a challenge, transformation, and insight. In this story, the students are the protagonists, facing the challenges of learning a new language, adjusting to a new education system, and finding belonging. The transformation occurs as they develop confidence and identity through language learning. The story will conclude with an “aha moment” of reflection as each student shares what they wish teachers understood about their journey.

Story Mapping and Development

Following Ohler’s (2013) story map process, I will begin by drafting the narrative arc of each student interview, identifying key emotional moments, and selecting visuals that match tone and theme. The story will move from introduction (who they are and where they come from), to conflict (challenges faced), to resolution and insight (growth and message to educators). I plan to storyboard scenes using the Eight Steps to Great Digital Storytelling model from Ed Tech Teacher (2013), which emphasizes scripting, visual planning, and intentional pacing.

Educational Application and Standards

This project aligns with several ISTE Standards for Students, including Creative Communicator and Global Collaborator (ISTE, 2016). It provides an opportunity for both students and teachers to use technology to enhance communication, empathy, and cultural understanding. By sharing digital stories, participants learn to express ideas clearly, connect across linguistic and cultural boundaries, and collaborate to build a more inclusive learning environment.

Tools and Assessment

I am most comfortable editing in iMovie, as it is the primary tool used in my broadcasting classes. We also incorporate Canva for creating visual graphics and captions. Recently, several students have expressed interest in using CapCut, which presents a great opportunity for me to explore a new platform and expand my own digital skills. As Bouchrika (2023) explains, accessible tools like these allow creators to focus more on the power of storytelling rather than the technical complexities of production. For assessment, I plan to use the Center for Digital Storytelling’s Evaluation Rubric, which prioritizes emotional engagement, message clarity, and the thoughtful integration of media elements.

Influential Readings and Resources

Several readings have helped shaped this project. Lambert’s (2010) Digital Storytelling Cookbook has been invaluable for understanding how to build emotional depth through imagery and sound. Cardello (2022) offered insight into techniques for blending visuals and voice to make stories more compelling. Brailas (2016) and Ohler (2023) guided my understanding of story structure, while the Ed Tech Teacher (2013) framework helped me plan a clear production process. Together, these resources reinforced that the heart of digital storytelling lies not in technology itself, but in connecting human experience through story.

Ultimately, Voices of Multilingual Learners is about empathy, identity, and understanding. By bringing student voices to the forefront, I hope this story will remind educators that behind every learner is a unique journey worth hearing and honoring.

References

Bouchrika, I. (2023, July 28). Digital storytelling: Benefits, examples, tools, & tips. https://research.com/education/digital-storytelling

Brailas, A. (2016). Digital storytelling in the classroom: How to tell students to tell a story. International Journal of Teaching and Case Studies, 8(1), 16–28. http://doi.org/10.1504/IJTCS.2017.10003059

Cardello, J. (2022). 10 digital storytelling examples (and techniques to try). https://www.vev.design/blog/digital-storytelling-examples

Center for Digital Storytelling. (n.d.). Digital story evaluation rubric.

Ed Tech Teacher. (2013). Eight steps to great digital storytelling. https://edtechteacher.org/8-steps-to-great-digital-storytelling-from-samantha-on-edudemic

International Society for Technology in Education. (2016). ISTE Standards for Students. https://www.iste.org/standards/iste-standards-for-students

Lambert, J. (2010). Digital storytelling cookbook. Center for Digital Storytelling.

Ohler, J. (2013). Media grammar. https://www.jasonohlerideas.com

Ohler, J. (2023). How to make a story – Process notes. http://storyconcepts.blogspot.com

Comments

  1. Michael HeumannOctober 31, 2025 at 8:19 AM

    Hi Kelli,
    What a cool project! I know conducting interviews can be a time consuming process, but the description of your ideas taking the form of a short documentary is already coming to life. Your outline for each step of this process so far seems well planned and cohesive. I will have to consult the Ed Tech Teacher resource again as a guide for scripting and planning.
    -Michael H.

    ReplyDelete

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