Emma Newstam

Multilingual students are more of a rule than an exception in today’s classrooms. There are often also recently arrived students who are completely new to the Swedish language. The aim of this study was to find out how a transdisciplinary work between the subject of visual arts and Swedish as second language using multimodal strategies could enable inclusive teaching for recently arrived students. Using stop-motion animation as a tool, 14 students were invited to freely illustrate stories about their dreams. They illustrated dreams about the future, dreams they had at night, fictitious dreams… Or it became a story about a historical event.