Participation in Storytelling Settings. Multimodality in Multilingual Contexts

Naujok, Natascha (2023)
Participation in Storytelling Settings. Multimodality in Multilingual Contexts.
In: Zeitschrift für Interkulturellen Fremdsprachenunterricht : ZIF, 2023, 28 (1)
doi: 10.26083/tuprints-00024146
Article, Secondary publication, Publisher's Version

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Item Type:

Article

Type of entry:

Secondary publication

Title:

Participation in Storytelling Settings. Multimodality in Multilingual Contexts

Language:

English

Date:

3 July 2023

Place of Publication:

Darmstadt

Year of primary publication:

2023

Journal or Publication Title:

Zeitschrift für Interkulturellen Fremdsprachenunterricht : ZIF

Volume of the journal:

Issue Number:

DOI:

10.26083/tuprints-00024146

Corresponding Links:

Origin:

Secondary publication from TUjournals

Abstract:

In this paper, I present my research study Erzählbrücken (Narrative Bridges) and selected findings on the potential of storytelling and its multimodality for participation, meaning making and language acquisition in multilingual contexts. Next to participation and multimodality (cf. Stein 2008), crucial theoretical concepts are holistic, (syn)aesthetic and mimetic learning (cf. Spinner 2008; Wulf 2008). Erzählbrücken accompanied a storytelling project for newly immigrated primary school children in Berlin for six months. This article focusses on two video sequences. The interpretative, multimodal ‘interaction analysis’ (Krummheuer/Naujok 1999; Schmitt 2015) shows how two children participate in storytelling events even though they only understand a few words.

Alternative Abstract:

Alternative Abstract

Language

In diesem Beitrag stelle ich mein Forschungsprojekt Erzählbrücken und ausgewählte Ergebnisse zu den Potenzialen des Geschichtenerzählens und seiner Multimodalität für die Partizipation, das Herstellen von Bedeutung und Spracherwerb in mehrsprachigen Kontexten vor. Neben Partizipation und Multimodalität (vgl. Stein 2008) sind ganzheitliches, (syn)ästhetisches und mimetisches Lernen (vgl. Spinner 2008; Wulf 2008) zentrale theoretische Konzepte. Erzählbrücken begleitete sechs Monate lang ein Storytelling-Projekt für neuzugewanderte Grundschulkinder in Berlin. Dieser Artikel fokussiert zwei Videosequenzen. Die interpretative, multimodale Interaktionsanalyse (vgl. Krummheuer/Naujok 1999; Schmitt 2015) zeigt, wie zwei Kinder in Erzählsituationen partizipieren, obwohl sie erst wenige Wörter verstehen.

German

In questo articolo presento il mio progetto di ricerca Ponti narrativi (Erzählbrücken) e i risultati selezionati sulle potenzialità della narrazione e della sua multimodalità per la partecipazione, la creazione di significato e l'acquisizione della lingua in contesti multilingue. Oltre alla partecipazione e alla multimodalità (cfr. Stein 2008), l'apprendimento olistico, (sin)estetico e mimetico (cfr. Spinner 2008; Wulf 2008) sono concetti teorici centrali. Erzählbrücken ha accompagnato per sei mesi un progetto di narrazione per bambini delle scuole primarie appena immigrati a Berlino. Questo articolo si concentra su due sequenze video. L'analisi interpretativa dell'interazione multimodale (cfr. Krummheuer/Naujok 1999; Schmitt 2015) mostra come due bambini partecipino a situazioni di narrazione pur comprendendo solo poche parole.

Italiano

Uncontrolled Keywords:

Storytelling, Multimodality, Interaction, Participation, Multilingual learning contexts, Multimodalität, Interaktion, Partizipation, multilinguale Lernumgebungen, multimodalità, interazione, partecipazione, ambienti di apprendimento multilingue

Status:

Publisher's Version

URN:

urn:nbn:de:tuda-tuprints-241460

Classification DDC:

400 Language > 400 Language, linguistics

Divisions:

02 Department of History and Social Science > Institut für Sprach- und Literaturwissenschaft > Sprachwissenschaft - Mehrsprachigkeit

Date Deposited:

03 Jul 2023 07:57

Last Modified:

22 Jul 2024 08:17