Digital Stories in Heritage Language Education

Empowering Heritage Language Learners Through a Pedagogy of Multiliteracies

Authored by: Polina Vinogradova

Handbook of Heritage, Community, and Native American Languages in the United States

Print publication date:  January  2014
Online publication date:  January  2014

Print ISBN: 9780415520669
eBook ISBN: 9780203122419
Adobe ISBN: 9781136332494


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Since the early 2000s, digital stories have been rapidly entering the field of language education, being used for student final projects and short multimodal instructional texts in classes, community development programs, and teacher-training programs (see Banaszewski; 2002; Chung, 2007; Freidus & Hlubinka, 2002; Kajder, 2004; Rance-Roney, 2008; Tendero, 2006; Vinogradova, 2008; Vinogradova, Linville, & Bickel, 2011). Digital stories are short, student-produced videos that include verbal, visual, and musical narrative components and are produced digitally using various video editing software (such as Final Cut, iMovie, Windows Movie Maker, Premiere, and Photo Story). These are usually personal and often autobiographical multimodal narratives with “focused logical or chronological storylines, dramatic storytelling qualities, and often impressionistic or poetic forms of expression” (Vinogradova, Linville, & Bickel, 2011, p. 176). Collections of digital stories produced by language learners and participants in various digital storytelling projects can be found online. Some of the most extensive collections are hosted by the Center for Digital Storytelling at, the University of Maryland, Baltimore County (UMBC) at, and the BBC’s Capture Wales at

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