| Description |
This study explores the process of documentary filmmaking and its effects on linguistically diverse youth. The qualitative action research project focuses on middle school students that are considered bilingual or linguistically diverse. The project is centered on how to use documentary filmmaking as a way to promote student self-expression, as well as increase academic and social skills. Drawing on constructivist theories, this thesis documents how students used documentary filmmaking to explore new ways of integrating technology, digital literacy, and artistic creativity in order to increase awareness of their ideas. Methodologies used in this study are an in-depth case study analysis of four participants in the process of acquiring English. The thesis documents the steps utilized within the filmmaking process. It incorporates the use of participant interviews to show how students were able to increase their writing skills, improve their confidence levels, and enhance their organizational skills. The culmination of student collaboration and work is also documented through student work and observational data. The process involved students being in control of their own work as the instructor gave guidance and support. Students relied on peer collaboration to cultivate and create student-made documentary films. The overall process had a positive impact on the instructor's teaching methods as well. This project offers educators an innovative way to engage students using creative methods to enhance learning in linguistically and culturally diverse student populations. |
