Acceso usuarios
Reino Unido
This article examines the Critical Connections Multilingual Digital Storytelling Project through the lens of Language Policy and Planning (LPP) and considers the situation of heritage language learning within the policy on language education. We present our project as grassroots policymaking in practice and demonstrate how, through deep and meaningful collaboration, researchers, teachers, parents/carers, and students can exercise bottom-up agency to address key issues in learning languages and developing multilingual literacy. Our interdisciplinary approach embeds interculturality within all stages of the language learning process creating spaces that foster empathy, activist citizenship, and possibilities for a more sustainable future. We interrogate our Critical Connections Project and argue that this approach to LPP provides an alternative model of interculturally oriented critical cosmopolitan education which validates multilingual identities. We show how digital technology, virtual communities, and a growing concern for social justice have shaped the project and discuss how we adopted a critical ethnographic approach. In looking at purposes, principles and means in our project, the digital stories themselves are analysed and presented as vibrant data. To conclude, we engage specifically with the implications of our research for heritage languages and LPP. Finally, we make a series of recommendations for heritage language planning and policy.
