Module 3. Methodology of Storytelling to support migrants’ integration
1. Introduction
Most of us has a story to tell and like to listen to or read stories. Stories can be powerful, touchy, expressive or even magical. Using storytelling in education is nothing new and its importance in education as a tool for development of creativity and other skills is well – founded. The new aspect of storytelling can be found in growing technology – in digital storytelling, which refers to using new digital tools to help ordinary people to tell their own real-life stories. With use of pictures, music, videos we can create our stories showing our human experiences.
Moreover, the use of digital storytelling has following positive aspects:
- it can appeal to the different learning styles of the learners
- it supports the development of communication and multimedia skills
- it provides authentic materials
- it engages emotions, thinking
- it facilitates discussion about the topics presented in the story
- use of life stories in adult education a way to learn about the past bring ‘unknown’ knowledge to foreground being more conscientious about his learnings
- integration of refugees in society and in the labour market
- digital inclusion of refugees and migrants with limited or no digital skills
- digital activities enhancing social interactions across cultures and language learning
Some strategies for using storytelling:
- to capture the attention of learners and increase their interest in exploring new ideas.
- to enhance current lessons within a larger unit, as a way to facilitate discussion about the topics presented a story and as a way of making abstract or conceptual content more understandable.
- a powerful tool for learners who are taught to create their own stories.
Proposal for classroom activity:
- Follow up with questions and discussion prompts after the story.
- Ask students retell the story in a one minute paper.
- Ask students to solve new problems (demonstrate learning and transference).
- Have your students create their own stories about the issues, topics they were showing.
Instruction:
Select two or three videos (some sequences) focusing on the specific topic e.g. learning the host country language.
Let learners
watch videos then follow up with questions and discussion after the video
stories: ask the learners retell the story in a one minute (writing exercise is
also possible); ask the learners to provide suggestions or solutions for the
characters in video stories; have your students create their own stories about
the issues, topics they were showing.