Sabrina Priego*, Meei-Ling Liaw**
*Université Laval, Québec, Canada
**National Taichung University of Education, Taichung, Taiwan
sabrina.priego@lli.ulaval.ca, meeilingliaw@gmail.com
Listening to the Multiple Voices in Multilingual Digital Storytelling
Bio data
Sabrina Priego
is professor of the Department of Languages, linguistics and translation
at Université Laval. Her research interests include French as a second language
pedagogy, the teaching of writing and the integration of information and communication
technologies (ICT) in second and foreign language teaching and learning. She is
particularly interested in e-Tandem learning, multilingual creative writing, and
multiliteracies. She has published in refereed journals and given talks at several
international conferences.
Meei-Ling
Liaw
is professor of the Department of English at National Taichung
University of Education. Her research focuses on using computer technology to facilitate
EFL teaching and learning, intercultural learning, and teacher education. Her publications
have appeared in professional journals including System, Foreign Language Annals,
Computer-Assisted Language Learning, ReCALL, and Language Learning and Technology.
She has been serving on the editorial board of Language Learning and Technology since
2008. She is also the editor-in-chief of Taiwan International ESP Journal.
Abstract
In this paper we outline the implementation processes of a telecollaborative digital
storytelling project between a group of pre-service French as a second language (FSL)
teachers in Canada and a group of university-level English as a foreign language (EFL)
students in Taiwan. Based on interview and survey findings, we report the reactions and
experiences of the participants in terms of what they have gained from the project as
well as the difficulties they have encountered during the telecollaborative writing
processes. Particularly, we lean on Bakhtin’s (1981) conception of dialogis
m to analyze
the jointly created stories and the forum discussions among the participants during the
processes of creating them. In conclusion, we discuss the challenges and prospects of
using co-construction of multilingual digital stories via Web 2.0 technologies to enable
intercultural learning, creativity, and language development, as well as a space for
voicing selves through creative literary articulation.
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