Digital Storytelling for English Access Teachers
Thoughtfully designed. Locally adapted. Shared through story.
STORYCORD designs and facilitates digital storytelling workshops for English Access teachers
and other educational exchange programs.
Every project is shaped by local context. Teachers become storytellers first, then bring the
experience back to their own classrooms.
Every workshop is designed to support the six core objectives of the English Access Program.
Each workshop becomes its own journey—shaped by place, people, and story.
Experience Digital Storytelling first.
Discover the creative process before bringing it into your own classroom.
TESTIMONIALS
“Seeing your story is like a reflection of someone else’s life, but it’s yours. It was beautiful. It was emotional. It helped me touch ground.”
Montseng, South Africa
“Digital storytelling gets students invested by bringing their own stories into the classroom.”
Shyam, India
“This is what we want. Our voice to be heard.”
Nilufar, Tajikistan
STORYMAPS
DISCOVER
See teacher learning in practice.
INSPIRE
See what’s possible for learners.
EQUIP
See teachers become storytellers.
ABOUT
Jode Brexa
Educator | Digital Storytelling | Educational Exchange
I’m an educator who works with teachers to explore digital storytelling as both a creative practice and an approach to language learning. Over more than three decades in education, my work has grown through educational exchange in the United States and internationally, including Cambodia, Tajikistan, Uzbekistan and Mongolia.
In STORYCORD workshops, teachers begin by making their own stories rather than learning a set of techniques. By experiencing the creative process firsthand, they discover new ways of thinking about language, reflection, creativity, and community before adapting the approach within their own classrooms and educational contexts.
Every project is different. A bamboo classroom in Cambodia. Teachers gathered in an American Center in Tajikistan. Young women on Mongolia’s Gobi Plateau. While each community shapes the work in its own way, the practice remains grounded in listening, collaboration, and respect for local context.
Over time, I’ve come to trust a slower approach to professional learning—one grounded in lived experience rather than prescribed methods. Again and again, I’ve watched teachers return to their classrooms with a different understanding of what storytelling can make possible.
Jode Brexa
I’m an educator who works with teachers to explore digital storytelling as both a creative practice and a classroom approach. I came to this work through years of teaching students, where I saw how creating stories supported English language learners—especially girls—in using English with greater confidence, reflecting on their experiences, and imagining new possibilities. Those experiences shaped my belief that storytelling is most effective when teachers have time and space to engage in the process themselves first.
In my work with teachers, storytelling begins with making a story rather than learning a set of techniques. Teachers participate as creators before adapting digital storytelling in ways that make sense for their students, contexts, and constraints. Over time, I’ve learned that storytelling works best when we slow down, attend to process, and allow language to develop in human, lived ways. At its core, this work is about creating space for language, story, and possibility.
Interested in bringing digital storytelling to your English Access program?
Every STORYCORD workshop is shaped by the teachers, learners, and educational goals of the community it serves.
STORYCORD is an independent educational initiative and is not affiliated with or endorsed by the U.S. Department of State.