The contribution of plurilingual kamishibai in promoting collaborative writing of narrative texts

Abstract

This paper aims to analyze plurilingual collaborative writing practices in formal and informal education contexts, particularly through the use of plurilingual kamishibai and discuss its educational potential as a pedagogical tool to enhance collaborative writing and raise awareness of linguistic diversity.

The corpus is made up of 16 illustrated plurilingual narratives, plurilingual kamishibais, written collaboratively by students aged from 6 to 10 who participated in the 1st edition of the national plurilingual kamishibai contest (2018/2019 edition) and reflections from the 16 teachers / educators who guided the construction of the plurilingual kamishibai.

The results show that within the elaboration of plurilingual kamishibai and collaborative work, students discovered a new way of producing narratives, illustrating stories and learning through interaction. Furthermore, through writing and different creative phases, children develop their linguistic skills in the language of schooling and experience inter-comprehension and otherness by discovering other languages and therefore other worldviews.