Storyboards as a Qualitative Method of Exploring Learners’ Experience With the Use of a Multilingual Support Strategy

Abstract

Globally, learners in multilingual classrooms experience challenges, especially when the language of instruction is not their first language (L1). This results in language barriers to learning when monolingual language-education policies prevail in multilingual contexts. Translanguaging as a pedagogy has gained momentum and accepts the use of multiple languages to co-exist in multilingual classrooms. Over the last decade, accepting the use of multiple languages in multilingual classrooms and including learners’ L1 to enhance learning and provide support have been gaining momentum. This article reports on utilising storyboards to explore learners’ perspectives and emotions in a study that uses translanguaging as an intervention with Grades 5 and 6 learners in two schools in a South African township. The storyboard technique is a creative qualitative method to understand the subjective experiences of how children experience L1 in multilingual classes by expressing their emotions and feelings on individual personal storyboard paper. Translanguaging practices were introduced in the two schools to understand how it affects the teaching and learning in multilingual classrooms. We describe how the storyboards depicted positive emotions and views towards translanguaging by gaining a deeper understanding of how multilingual practices make learning a holistic experience for the learners involved. We provide information on the context of translanguaging and the methods implemented to include L1 and describe how the use of storyboards as data gathering tools positively portrayed the learners’ learning experiences. We propose that the use of storyboards as a creative qualitative method of expressing childrens views and emotions in multilingual classes enriched the themes elicited.

Keep the Flow: Citizen Science as Agonistic Learning

“…According to Wikstrom (2013 in Ayob andOmidire 2021), the storyboard dates back to the 20th century when it served as a pre-visualisation tool for the film industry in a graphic storytelling and visual narrative form. Storyboarding is a technique used in the visual arts that has been adapted for use in indigenous research regarding community development (Simeon et al 2010 in Ayob andOmidire 2021) and in participatory research (Pittaway andBartolomei 2012 in Ayob andOmidire 2021). This method proved to be powerful in making sense of the water world and giving meaning to experiences both within the workshop settings and beyond.…”

“…This method proved to be powerful in making sense of the water world and giving meaning to experiences both within the workshop settings and beyond. Figure 2 The storyboard technique, as a creative qualitative method, helps to tap into emotional meanings from the perspectives of participants' encounters (Ayob and Omidire 2021) and to bring the materiality or tangible goods aspects to the fore as well. For Ayob and Omidire (2021), the decision to use a storyboard tool was to elicit authentic and raw information in its original form from the learners in a nonthreatening and fun way.…”

“…Figure 2 The storyboard technique, as a creative qualitative method, helps to tap into emotional meanings from the perspectives of participants' encounters (Ayob and Omidire 2021) and to bring the materiality or tangible goods aspects to the fore as well. For Ayob and Omidire (2021), the decision to use a storyboard tool was to elicit authentic and raw information in its original form from the learners in a nonthreatening and fun way. The emphasis here was on learning in tension while participants visually shared their experiences, which enabled them to relate with more immediacy through the storyboard.…”

Animation video design as promotion for nature school as habituation of green lifestyle

“…After the storyline is completed, it is transferred into a storyboard. The decision to use the storyboard was to elicit authentic and raw information in its original form from the learners in a nonthreatening and fun way where language barriers were not assessed (Ayob and Omidire, 2021). Furthermore, the example of video storyboard is explained in figure 4.…”