Digital Storytelling and Intercultural Communicative Competence through English as a Foreign Language for Multilingual Learners
Supanida Kahanurak, Jarunee Dibyamandala, Charin Mangkhang
Abstract
In the age of rapid growth in technology, language education policies in the education system must proceed with a progressive and inclusive vision. Intercultural communicative competence (ICC) is also integral for language learners to avoid miscommunication and become knowledgeable of individuals with a myriad of ethnicities and beliefs. This study aims to examine the method of incorporating ICC with digital storytelling in English as a foreign language (EFL) class to promote inclusivity among multilingual students through an extensive literature review and reflection on English teaching in Thailand. The components and assessment of ICC, as well as the implementation of digital storytelling will also be discussed. Learning through multimedia production and intercultural stories can enhance the English skills of multilingual students when the teaching methodology is aligned with the geographical and cultural bedrock of language learners. Project-based instruction such as interviews, culture logs, and presentations representing both Western and local cultures are recommended to evaluate the English speaking skills of students.