Conference Agenda

For twenty five years, the 'Home-based storytelling' project has brought stories, language, and connection into the homes of young children, mostly coming from disadvantaged families. What began as a small local project has grown into a sustained partnership between teacher education programmes, local schools, community organisations, and families. The project continues to demonstrate how meaningful community engagement can transform both children’s learning opportunities and students’ professional identity.

The project is embedded in a broader Community Service Learning framework in which students apply theoretical insights from courses on language development, early literacy, inclusive education, and intercultural communication (courses: Multilingualism in the classroom; Engaging and valuing families; Nonviolent communication). Concepts such as scaffolding, dialogic reading, affective learning environments, and equitable learning opportunities come to life when students enter the homes of families whose backgrounds, languages, and experiences differ from their own. By navigating real interactions with children and their parents, students deepen their understanding of pedagogical theories. They learn that literacy development is not only cognitive but also relational, cultural, and situated. This interplay between theory and practice helps students internalise educational principles in ways that traditional coursework alone cannot.

Structured reflection is a central pillar of the project. Before, during, and after home visits, students participate in guided reflection seminars, write reflective journals, analyse critical incidents, and exchange experiences through peer dialogue. These moments allow them to examine their assumptions, recognise their biases, and develop cultural humility.

Students are owner of their own learning process within the project. They select books, design the flow of each reading session, and adapt their approach to the needs and interests of each child. Their voice matters: students co create learning moments with families instead of simply implementing prescribed activities. Students also shape the project’s collective learning. Their observations feed back into course development, partnerships with schools, and the continuous refinement of the programme. Assessment within the project focuses on growth rather than performance. Students are evaluated through a reflective portfolio and collaborative discussions with peers and teachers.