Read more about Storytelling and Narratives
5. The inclusive value of digital multilingual storytelling
Multilingual DS has ideal characteristics for enhancing an intercultural perspective. It is above all a story and therefore, in a socio-constructivist and Brunerian perspective, possesses reconstructive, formative and transformative potentials: the possibility of storytelling allows one to organize one's own experience and share it with others, feeling recognized and welcomed by the current context of belonging. From an intercultural perspective, using this storytelling method in teaching encourages:
- the sense of integration of the self and of personal and cultural identity
- the coherence between past, present and future and reconsideration of the current context, in the light of new awareness
- the creation of empathic processes and new points of view about the world in listeners
- social contact and cooperation among children, as well as mutual knowledge and understanding.
- the development of communication skills specific to the behavioral and cognitive dimension of intercultural competence
Through the use of different linguistic repertoires it is also possible to have access to a different way of referring to the world. As is well known, language is not a mere set of signs, but provides insight in how to approach and signify the world. Linguistic diversity opens the doors to different paths of meaning and cultural histories. Thanks to giving value to the different languages in the class, it is possible to:
- stimulate student and teacher curiosity about cultures and languages
- give equal dignity to linguistic and cultural backgrounds, regardless of the socio-economic importance they have in the world
- include family cultures
- promote the linguistic and cultural awareness of pupils and teachers.
At the same time, the use of new technologies makes it possible to share the videos created with a greater number of people, and to be used as documentation for families and for teacher PD.