ABSTRACT
Refugee background youth, especially those who have had interrupted formal education, face daunting challenges in succeeding at school. This chapter describes how digital storytelling, as a multimodal pedagogy, can provide opportunities to engage students from refugee backgrounds in language and literacy learning while affirming their identities and individual ways of knowing. Abdullahi’s digital story presents an illustrative example of how exploring the affordances of different modes can open up possibilities for students to tell stories of their personal accomplishments and depict their future aspirations in meaningful ways.
