TEACHING ENGLISH LANGUAGE THROUGH STORYTELLING (original) (raw)

Art of Storytelling: A Critical Perspective on English Language Teaching

2020

Storytelling is the actual form of teaching and can nurture emotional intelligence and help the child gain insight into human behavior. It also upholds language learning by enriching learners’ vocabulary and acquiring new language structures and sentences. Moreover, storytelling can provide a motivating and a kind of low anxiety context for language learners. This storytelling tips given in this, are meant to help the teacher as a storyteller she or he prepares for a storytelling performance for students. Also, storytelling is even claimed to be more effective in language teaching than traditional teaching materials, such as textbooks. It is a fact, that, the studies generally believe in the effectiveness of storytelling relies on the fact that it is fun, engaging and, raising learners’ interest in listening to stories, and in speaking, writing and reading about them. Introduction: Language is a means of communication where we express ourselves better to the audience. To learn a lan...

The Power of Storytelling in Teaching English to Young Learners

1st International Seminar Childhood Care and Education: Aisiyah’s Awareness on Early Childhood and Education - ISBN:978-602-342-045-2, 2015

Using stories for educational purposes is an effective teaching strategy especially for teaching young learners. Most young learners enjoy listening to the stories. Stories have power which can bring the young learners into a world of imagination and draw a colorful picture with many interesting characters in the story. Storytelling is one of the most useful techniques to attract young learners in learning process effectively. Telling stories have a good chance for young learners to discover experience of real life and the language learning experience together. Storytelling is a kind of teaching method which can help the young learners to knowledge, literacy, imagination, creation and critical thinking. Therefore,storytelling would be very useful to teach foreign language for young learners. It promotes expressive language development in oral and written form and present new vocabulary and complex language in the powerful form that inspires children to emulate the model they have ex...

“Everyone Has a Story to Tell: Learning English Through Narratives”

2017

The present study is about the use of Narratives in the classroom of English especially where English is taught and learned as second language. In India, tradition of narratives is really ancient. Fables used to give moral values amongst children. But their use for learning second language makes it more interesting productive and outcome is beyond expectation. ELT always strives for innovative practices in classroom to make it more result oriented. Narratives, that too from first language or from present situation make atmosphere interdisciplinary but bring productive results. My aim is to present my views for the development of narrative skills in teaching English.

Teaching English to Young Learners Through Storytelling

Linguaculture, 2013

The article focuses on ways to apply storytelling to young learners and its effects on the development of L2 acquisition in the case of these particular learners. It also provides examples of stories and the ways that they have been used during the English classes. There is a focus on other skills, besides listening, while the length of the stories together with the difficulty of the activities related to them depends on the level of the pupils: the more the pupils advance, the more complex the tasks become and the longer the stories are. Besides the fact that the article exemplifies how to use stories while teaching English, it also mentions the success/lack of success of the stories and the pupils’ reactions to them.

The role of storytelling on language learning: A literature review

2016

Storytelling is one of the oldest forms of human communication, and much has been said in the literature about its effectiveness as a pedagogical tool in the development of language skills in first (L1) language, and also in a foreign or second language (L2), regardless of learners’ age or background (e.g. Isbell et al., 2004; Cameron, 2001). Furthermore, storytelling is even claimed to be more effective in language teaching than traditional teaching materials, such as textbooks. Indeed, studies generally believe that effectiveness of storytelling relies on the fact that it is fun, engaging and highly memorable, raising learners’ interest in listening to stories, as well as in speaking, writing and reading about them (e.g. Atta-Alla, 2011, Kim, 2010; Wajnryb, 2003). However, the studies in the literature generally lack specifics such as how exactly the effects of storytelling were measured or what specific skills are benefited from the use of storytelling, for example. Furthermore, ...

Accelerating and sustaining Learning of English via Storytelling

World Wide Journal

Although storytelling is effective in accelerating and sustaining learning, locally, few studies are done in this regard, so the researchers conducted this study to investigate the role of storytelling in accelerating and sustaining students' learning of English. To this end, the researchers interviewed 5 teachers of English in Nablus City schools: (3) females and (2) males. They also distributed a 30-item questionnaire among 20 male and female teachers of English in Nablus City schools during the second semester of the scholastic year 2019-2020. Results of the two tools showed that storytelling can accelerate and sustain the learning of English. Based on this result, the researchers recommended using storytelling in schools and including them in the curriculum of English to motivate students to quickly and interestingly learn English.

Implementing storytelling technique to teach english language skills

2016

This classroom project was carried out in a public elementary school in Pereira with fifth graders by a pre-service teacher and two observers from the English language teaching program from the UTP. This project was aimed at implementing storytelling technique so as to teach English language skills and to find evidence of the results after the implementation. This project was implemented through normal English lessons by making use of stories as the main source to gather data on the students’ responses towards this implementation. The information collected was stated in different observation reports and in the teacher’s journal. Also, in order to have a clear idea of what the project was going to be, we had in mind the definition of different concepts such as, storytelling technique, language skills, the features of a story and its importance conveyed with language learners. We also included a literature review that gave us theoretical support on some related studies that were carri...

(Re)Introducing Storytelling and Story – Reading into a Foreign Language Classroom

2017

The present article discusses the validity of using storytelling and story-reading in teaching primary learners. It stresses the benefits of using this powerful and motivating tool with young learners and the need to implement it in the Polish educational system, where both strategies seem to be undervalued. The article provides an overview of ideas on how to use storytelling and storybooks in the foreign language classroom.

Improving language skills through storytelling for intermediate level students

2014

Learners of English should practice and improve their skills in Reading, listening, writing, and speaking. Some materials may promote the completeness of learning this second language acquisition. However, using storytelling for intermediate level students is a creative way to have the students reinforce more on listening the story, re-writing the script, comprehending the chronological order, and speaking the opinion on the content. In addition, telling a folklore or fairytale is interesting and easy to comprehend. These students presentation show how they can manage the body movement, facial expression, and inflexion for making the story understandable by the listeners. The activities may be varied for individual or group based on the situation of the classroom teaching and learning. Thus, the teacher should guide them with detail instruction, as consequence, the students know what to do and what to learn. This technique is known as learning by doing in which learners gradually im...