In the Classroom Putting Multiliteracies Into Practice: Digital Storytelling for Multilingual Adolescents in a

In this article we demonstrate how we created a context in which digital story-telling was designed and implemented to teach multilingual middle school stu-dents in the summer program sponsored by a local nonprofit organization, the Latin American Association, in a city in the southeastern United States. While implementing the notion of multiliteracies (New London Group, 1996) in the Digital Storytelling classroom, we designed tasks and activities that were aligned with the four components of a multiliteracies pedagogy (i.e., situated practice, overt instruction, critical framing, and transformative practice) in order to engage the students in exploring their multiple literacies and identities by using multiple semiotic modes and resources (e.g., texts, images, and sounds). Our digital sto-rytelling lessons show that multiliteracies practices can be a powerful venue for second-language learners and teachers. We further discuss how multiliteracies practices like digital storytelling can be adapted to other educational contexts. Dans cet article, nous expliquons la conception et la mise en œuvre d’une nar-ration numérique pour enseigner à des élèves plurilingues à l’élémentaire dan