Towards a multilingual storytelling practice for all classrooms

With classrooms becoming ever more linguistically diverse, meaningful strategies for the engagement of multilingual pupils are continually being developed. This paper focuses on storytelling in multilingual contexts—specifically in contexts where the storyteller or teacher may not share the languages of the children in the class. Building on a decade of experience as a multilingual storyteller, I provide in this paper an autoethnographic account of a reflective developmental journey by following three examples of stories told, drawing out key elements and recommendations for practitioners looking to share stories in multilingual settings.