ABSTRACT
In this chapter, the authors guide the reader in understanding the theoretical underpinnings of digital storytelling in a language classroom. They examine the shift from a monolingual to multilingual focus in the field of TESOL, explaining how language educators have come to embrace the theory of translanguaging. They guide readers in understanding this theory as it relates to digital storytelling in language education with multiple examples. Recognizing that many language educators may still be unsure how to implement translanguaging in their classroom, they provide clear guidance in how translanguaging can be incorporated into any digital storytelling project. The authors also highlight the benefits of this approach, explaining how digital storytelling with translanguaging can improve multilingual learners’ (MLs’) language learning and academic outcomes, develop MLs’ critical language awareness, build community in the classroom and beyond, and promote linguistic social justice by disrupting monolingual ideologies. The featured digital storytelling project in this chapter provides an explicit example of how translanguaging can be encouraged with digital storytelling.
