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Presenter: Nguyen Thi Phuong Thao Context of Teaching and Learning - - PowerPoint PPT Presentation
Presenter: Nguyen Thi Phuong Thao Context of Teaching and Learning - - PowerPoint PPT Presentation
Presenter: Nguyen Thi Phuong Thao Context of Teaching and Learning English Teaching English English to young learners 2020 National textbooks Project of FLs Methodology modification innovation Storytelling is embedded in Goal
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Context of Teaching and Learning English
- 2020 National
Project of FLs
Goal and aim
- Methodology
innovation
Teaching English to young learners
- English
textbooks modification
Storytelling is embedded in textbooks
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The practice of teaching and learning English as a foreign language
EFL teaching in Vietnam focuses too much on linguistic
forms (Nguyen, 2011; Le & Do, 2012) but too little on meaning-making process.
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Objectives of storytelling in EFL
promoting language learning, possibly beyond language learning Engaging learning with stories and storytelling
Developing semantic learning and comprehension
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Using stories and storytelling in second and foreign language education
Recent studies reveal the pedagogical application of
stories and storytelling to English language teaching and learning. (Bundy, Piazzoli, & Dunn, 2015; Colon- Vila, 1997; Fitzgibbon & Wilhelm, 1998; Hendrickson, 1992; Mokhtar, Halim, & Kamarulzaman, 2011; Uchiyama, 2011)
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“Stories should be a central part of the work of all
primary teachers whether they are teaching the mother tongue or a foreign language” (A. Wright, 1995,
- p. 4)
Stories and storytelling provide not only content of
language but also a means to convey the content to learners.
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Talk is “one of the most fundamental things that goes on in classrooms” (p. 23) Talk “puts interaction and dialogue at the heart of the learning process because they construct resources for thinking” (Gibbons, 2015, p. 32)
Storytelling as classroom talk Storytelling as pedagogy
Offers children an access to comprehensible input with multimodality as scaffolding for comprehensible output (Swain, 2000)
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Stories and storytelling Multimodality: interaction between storytelling and learning process in classroom, Oral language comprehension
Storytelling design
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Storytelling design
spoken language posture, gesture (i.e., iconic, metaphoric, deictic, and beat) visual images body movements, facial expressions, and gaze
Multimodal frame (Block, 2014)
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- Story selection
- Purposes
Storytelling session
- oral language
comprehension
- make meaning of
the story
Follow-up activities
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Storytelling design
Select short oral stories of some genres (e.g. fables,
fairy tales, or myths from around the word).
The stories are created in an imaginative world, which
“bear enough resemblance to children and their real worlds” (Cameron, 2001, p. 166) to ensure that children have background to learn the new things.
Plot of the story is new to learners to engage their
listening and encourage language discovery.
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The language use in the stories was rich but
contextualised in a predictable pattern.
The choice of target words in stories was based on part
- f speech and frequency.
Each story was selected with a sequence of events and
a central factor of interest according to structure.
The purpose was to construct children’s sense of
people, animals, and objects in themes and sense of time (e.g. the past, the present and the future).
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Follow-up class activities
Story-based activities designed to reinforce children’s
language comprehension and reveal their awareness of what they could learn from the stories
These activities were not particularly designed to teach
the language in the story
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Conclusion
Storytelling: an art for making sense of the language
and a good source of oral language exposure for language intake and comprehension.
Different from more instructional methods of EFL,
storytelling offers a means for meaning discovery. Stories provide “a method of thinking, of sharing experience and of assigning meaning” (S. Wright, 2012,
- p. 18) and “for young children, talking is the way they
- rganise their thoughts and make sense of the world
about them” (Harrett, 2004, p. 5).
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References
Bundy, P., Piazzoli, E., & Dunn, J. (2015). Sociocultural theory,
process drama and second language learning. In S. Davis, H. G. Clemson, B. Ferholt, S.-M. Jansson & A. Marjanovic-Shane (Eds.), Dramatic interactions in education: Vygotskian and sociocultural approaches to drama, education and research (pp. 153-170). New York;London;: Bloomsbury Academic.
Colon-Vila, L. (1997). Storytelling in an ESL classroom. Teaching
Pre K - 8 [H.W.Wilson - EDUC], 27, 58.
Cameron, L. (2001). Teaching Languages to Young Learners:
Cambridge University Press.
Fitzgibbon, H. B., & Wilhelm, K. H. (1998). Storytelling in
ESL/EFL classrooms. TESL Reporter, 31(2), 21-31. Retrieved from http://search.proquest.com/docview/85665127?accountid=14723
Gibbons, P. (2015). Scaffolding language, scaffolding learning:
teaching English language learners in the mainstream classroom (Vol. Second). Portsmouth, NH: Heinemann.
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Harrett, J. (2004). Tell me another...Speaking, listening, and
learning through storytelling United Kingdom Literacy Association.
Hendrickson, J. M. (1992). Storytelling for Foreign Language
Learners (pp. 25).
Le, V. C., & Do, T. M. C. (2012). Primary school English-language
education in Asia: from policy to practice. In B. Spolsky & Y.-i. Moon (Eds.), (Vol. 1., pp. 106-128). New York, NY: Routledge.
Mokhtar, N. H., Halim, M. F. A., & Kamarulzaman, S. Z. S. (2011).
The Effectiveness of Storytelling in Enhancing Communicative
- Skills. Procedia - Social and Behavioral Sciences, 18(0), 163-169.
doi: http://dx.doi.org/10.1016/j.sbspro.2011.05.024
Nguyen, T. M. H. (2011). Primary English language education
policy in Vietnam: insights from implementation. Current Issues in Language Planning, 12(2), 225-249. doi: 10.1080/14664208.2011.597048
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