Due to language constraints, refugee students frequently find it difficult to participate fully in socioscientific discussion themes and to articulate their identities and opinions on these hotly debated issues. These students can convey their own experiences and cultures, choose, highlight, and organize material that matters to them, and advance their language proficiency while learning more about the subject matter through digital storytelling. In exchange, telling and producing digital stories helps strengthen the social identity of students who are refugees. It is crucial to give students the chance to participate in digital storytelling activities in science classes. Students who are refugees can also take advantage of the potential provided by digital storytelling concerning socioscientific issues to use multimodal representations for easier communication through visualizations. These visualizations serve as focal tools for second language learners, including the refugee students. This chapter concentrates on how digital storytelling might support refugee student’s learning in socioscientific issue-based subjects. The chapter also goes over how important digital storytelling is for using a variety of representations to talk about and improve these students’ linguistic abilities and social identities.