" I used digital storytelling to enhance a grammar unit in a second semester Spanish language class." - Rebecca Olmedo

Context

The purpose of my project was for my students to demonstrate their knowledge of the past tense in Spanish in an individual and meaningful way. In learning Spanish one of the most difficult concepts for English speakers to grasp is the difference between the preterite and the imperfect because the imperfect tense does not exist in English. A synchronic tense, the imperfect is used to describe in the past or for habitual actions, while the preterite, a diachronic tense, moves the plot of a story forward. In order to make the learning of this concept visible I used to ask students to write the story of their childhood or a portion of their childhood and illustrate it as a children’s book, with pictures, or present it as a poster, again with photographs. They would write and edit several drafts, illustrate it through drawings or photographs, and then present the final product to the class. The objective of the project was for students to improve 3 communicative skills that we teach in foreign language classes- writing, speaking and listening comprehension.

Of the multiple intelligences that human beings possess, a foreign language class makes use of linguistic intelligence and therefore communicates the value of linguistic intelligence. According to Howard Gardner linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. After many years of research and analyzing data Howard Gardner has discovered something that we educators know intuitively, that human beings don’t all have the same kinds of minds and that education works more effectively if educators take that into consideration. Our task as educators is to construct curricula, pedagogy and assessment in light of the diverse intelligences our students possess. If there are tremendous differences in how people acquire and represent knowledge we need to make this central in teaching and learning.

Why use digital stories in our classes? Because it appeals to the diverse intellectual competencies of students. It generates the interest and motivation of some students that might otherwise remain aloof, and it values abilities that are not normally valued in a language classroom. The language or literature instructor may design a course so that it integrates multiple forms of student expression. By including other skills and interests that students might have, we engage the students and offer students with poor verbal skills the opportunity to shine in some other way. Designing a course with multiple intelligences in mind enriches the educational experience for all students, and consciously develops structures that allow weak students to succeed.