Translanguaging through the lens of drama and digital storytelling: shaping new language pedagogies in the classroom

Abstract

This article investigates ‘translanguaging’ through the lens of drama and digital storytelling and the way it can impact on language pedagogy. The case-study focuses on the making of the digital story Irene – A refugee’s story. The research data was analysed under key questions relating to drama, transformative pedagogy and translanguaging spaces. Research findings revealed how bringing drama and digital storytelling together allowed these young children to view themselves and the world differently and experience themselves as bidialectal learners. Children’s translanguaging practices encouraged them to move beyond traditional pedagogic ideologies and to think more independently and creatively. These young children were able to think, discuss, explore and evaluate through both linguistic varieties of Cypriot Greek (CG) and Standard Modern Greek (SMG) and adopt translanguaging practices. The digital storytelling process was viewed as performative, self-reflective and transformative. The research study showed the importance of trying out new language pedagogies in the classroom.