Perceived changes of identity construction through digital storytelling: : A collective study abroad case study

• Autores: Yerko Sepúlveda Larraguibel, Maya Edwards, Raychel Vasseur, Idoia Nerea Elola Seral
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 4, 2022 (Ejemplar dedicado a: Monográfico), págs. 193-214
• Idioma: inglés
• DOI: 10.30827/portalin.vi.23607
• Títulos paralelos:
  • Cambios en la construción de la identidad a través de las historias digitales: un estudio de caso en un programa de inmersión
• Enlaces
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• Resumen
  • español

    Estudiar en el extranjero (EE) se considera una de las mejores formas de aprender una lengua extranjera (LE) o una segunda lengua (L2) a la vez que se desarrolla una mentalidad abierta y conciencia intercultural. Sin embargo, se ha prestado poca atención a la percepción de los estudiantes sobre su desarrollo de la identidad en este proceso. Este estudio explora las percepciones de seis estudiantes de EE sobre la construcción de la identidad a través de la incorporación de multialfabetizaciones y textos multimodales (historias digitales), en un curso de español de segundo año y un curso de Gramática Española Avanzada en un programa de EE. Los análisis de encuestas, historias digitales y artefactos finales se basaron en la noción de autoconcepto de Rogers y la teoría de actividad (Leontiev, 1978). Los resultados sugieren que la naturaleza multimodal y digital en la creación de las historias digitales ofreció más oportunidades para que los estudiantes documentaran el crecimiento autopercibido de su identidad.

  • English

    Study abroad (SA) is considered one of the best ways to learn a foreign (FL) or second language (L2) while developing open-mindedness and intercultural awareness. Yet, less attention has been placed on students’ perception on identity development. Thus, this study explores study abroad (SA) students’ perceptions on identity construction through the incorporation of multiliteracies and multimodal texts (digital stories), by six participants in a second-year foundational Spanish course and an Advanced Spanish Grammar course in a Study Abroad (SA) program. Analyses of surveys, DSs, and final artifacts were grounded in Rogers’ notion of self-concept and Activity Theory (Leontiev, 1978). Results suggest that the digital and multimodal nature of DS creation facilitated greater opportunities for students to document their self-perceived gains in identity.

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