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Refugee Immigrant Digital Stories at Winooski Middle School

Explore how beginner English Language Learners share their diverse stories through digital mediums, showcasing cultural perspectives and learning experiences in Vermont. The project aims to enhance writing skills and foster community collaboration among ELLs.

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Refugee Immigrant Digital Stories at Winooski Middle School

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  1. Digital Stories and Refugee Immigrants • Winooski Middle School • Beginner’s English Language Learners • “Our Stories”

  2. Overview • More than 5 million English language learners (ELLs) attend school in the U.S. (Ballantyne, Sanderman, & Levy, 2008)

  3. Some Facts • Of 47 million throughout the U.S., 18% speak a language other than English at home (U.S. Census Bureau, 2003c) • In the West (37%), Midwest (9%), and the South (15%) • California, New Mexico, Texas, New York, Hawaii, Arizona, and New Jersey

  4. Vermont ELL Growth

  5. Who are our English Language learners? • Some have had a rigorous formal education in their native country • Others, particularly refugee children, may have had limited or interrupted formal schooling before coming to the U.S. • “The largest and fastest-growing populations of ELLs in the U.S. consist of students who immigrated before kindergarten and U.S.-born children of immigrants” (Center on Instruction, 2007)

  6. Cultural Views of Foreign-Born English Language Learners • ELLs generally have an idealized view of the U.S. • Unless they have had an opportunity to study U.S. history and culture before arriving, most ELLs are not aware of history, customs, and traditions • In general, ELLs experience their own differences as positive

  7. The Vermont Context • 2007-2008 school year – approximately 1, 650 ELLs in Vermont • From 1998-99 to 2007-2008, the ELL enrollment in Vermont increased by 81 percent • Vermont ELL students speak over 90 languages and come from 97 countries on 6 continents

  8. Student Digital Stories • 16 students in the beginner’s English as a Second Language classroom completed their digital stories • Language groups included Bhutanese, Nepali, Iraqi, Vietnamese, Somali, and Thai

  9. Student Digital Story Project • “This I Believe” • Short stories, narratives, biographies, and poetry • Lots and lots of writing!

  10. Lots of Group Work!

  11. Summary of Findings • Writing improvement • Value of writing revision • Community & Collaboration

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