Small-scale study shows positive perceptions of Heritage-Based Digital Storytelling among multilingual learners and teachers, highlighting its cultural relevance.
In order to provide equitable learning environments for all students, particularly multilingual learners (ML), educators must utilize engaging and culturally relevant-sustaining educational methods. Infusing digital storytelling (DST), creating a story or disseminating information through digital means, with a cultural lens is promising for MLs. This small-scale study’s purpose was to determine students’ and teachers’ perceptions about the Heritage-Based Digital Story Intervention, a culturally relevant-sustaining educational DST. Second grade MLs researched their heritage countries to create a DST. Students and teachers were interviewed after the intervention. Results showed both groups had very positive perceptions of the Heritage-Based DST Intervention.
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Schmidt et al. (2026) studied this question.
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