Bertoldi E. 2019 Let's Tell a Tale. Bookbird 57. (original) (raw)

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.

Storybooks as a Way to Improve Language and Cultural Literacy

„Philologica Jassyensia”, XIV, nr. 1 (27), p. 255-266, 2018

In teaching foreign languages, it is getting more and more obvious that teachers can no longer limit their goals to the creation and development of the language skills. At the University of Medicine and Pharmacy of Cluj-Napoca, Romanian as a foreign language is accompanied by productive activities and exercises, in order to promote an open attitude towards perspectives and new cultures among students. The project “Storybooks as a way to Improve foreign language and cultural literacy for students within «Iuliu Hatieganu» University, Cluj” has allowed the development of writing language skills, by creating stories in Romanian, but, on the other hand, it also implied a subtle dimension for the development of non-linguistic skills, namely cultural, digital and health literacy. The benefit was threefold: for teachers – an accurate diagnosis of the issues for each level of language, for students – an initiatic journey projected into the metaphors of the text and for all the participants – an avoidance of the classic didacticism, but not of the professionalism.

Tales and stories: an English teaching method for Children's Education

2016

This final project focuses on the usage of stories as a teaching resource to teach English during the early childhood education. This educational proposal justifies the importance, enjoyment and the benefits that the use of such materials can provide students from an early age. The proposal also presents the most appropriate methodologies to teach a second language during this educational stage. In order to provide more information and support the theoretical foundation, it has developed an educational proposal aimed at children between 3 and 6 years to carry out the teaching of foreign language using stories as a primary resource.

TEACHING ENGLISH LANGUAGE THROUGH STORYTELLING

The presented article deals with the benefits of using storytelling in the classroom, which is based mainly on the shared experience with a famous storyteller and teacher-trainer Michael Berman and a workshop carried by Paula Stoyle. We often give stories to our students to read, but how often do we tell them a story? Thus, the article looks at the benefits of storytelling and gives advice on performance skills. Students have an innate love of stories. Stories create magic and a sense of wonder at the world. Stories teach us about life, about ourselves and about others. Storytelling is a unique way for students to develop an understanding, respect and appreciation for other cultures, and can promote a positive attitude to people from different lands, races and religions. Stories Provide a Common Thread That can help Unite Cultures and Provide a Bridge Across the Cultural Gap… One can hardly find a person, who wasn't brought up on the stories told by the grandparents or parents sitting at the fireplaces or bedsides and stirring childhood's rich imagination and travelling on the paths of imaginary world like Alice in wonderland or Harry Potter…if it was not so, some others, perhaps, used to read fairy-tales and myths, folklore, legends or real stories. We hope the readers and learners would agree with us, that childhood 's stories stay in mind for ever ,as the first impression and experience you have got at your young age is unforgettable and the most impressive knowledge of the world and life! For this reason we think that teaching the foreign language through the story-telling is the most interesting and impressive way for successful learning the language. We have collected some widespread and oldest stories of different cultures and presented them with their activities in order to make the process of learning English more interesting and easily adaptable. The presented article deals with the benefits of using storytelling in the classroom, which is based mainly on the shared experience with a famous storyteller and teacher-trainer Michael Berman and a workshop carried by Paula Stoyle. We often give stories to our students to read, but how often do we tell them a story? Thus, the article looks at the benefits of storytelling and gives advice on performance skills. Students have an 53

ENGLISH LANGUAGE ACQUISITION THROUGH CHILDREN'S LITERATURE (Atena Editora)

ENGLISH LANGUAGE ACQUISITION THROUGH CHILDREN'S LITERATURE (Atena Editora), 2023

Introduction: This research is focused on the methodological strategy "storytelling" with a view to contributions to the acquisition of the English language and the development of children's vocabulary. General objective: To investigate whether children's literature, through storytelling, works as a facilitator in the teaching of the English language. In order to respond to this objective, storytelling workshops in English were held in April 2016. Specific objectives: Select children's literature books that present significant content for learning English. Apply, in the classroom, the methodological strategy of storytelling in English. To analyze whether there was development of children's vocabulary through storytelling workshops based on children's literary works. Methodological aspects: The public responding to this research are students from a private bilingual school, which uses various methods to introduce the English language in a playful and natural way, including children's literature. The survey is divided into two phases, the first of which sought to raise the profile of the respondent public: age, sex, grade, etc. The second phase is to apply reading workshops in the classroom, using storytelling, with the aim of analyzing the development of children in relation to the acquisition of vocabulary in the English language, through storytelling in the target language.

Accessing English through Stories

This is a collection of short stories followed by different activities that one can adapt in ELT classroom. Some of the stories included in this book are inspired one whereas some others are fictitious created by the public-school students of Nepal at the English Access Microscholarship Program’s Winter Camp -2013. The students, ages 13 to 17, wrote many stories during daily writing workshops. Later, back in their hometowns, the teachers encouraged the students to remember events, write and edit their stories.

Narrative texts by children and adults

2020

within the framework of their bachelor, master, or PhD theses supervised by Natalia Gagarina during the last years. From the pool of student theses, those that had produced the most interesting results were selected to be published in the present issue. While the results are worth publishing, the reader should be aware that these papers were written by students, and, while suitable for this working papers' journal, may not live up to the standards of peerreviewed journals. In many cases, the paper represents the student's first experience with writing a journal paper. The editors have not corrected and substantially improved upon the way the papers are written. The primary topic of this issue is narrative ability. Narrative ability is a central part of language use, and a child's use of narrative language influences later success at school as it provides a bridge between oral and written language (e.g. Dickinson & Tabors, 2001). Different theoretical frameworks exist that describe the structural organisation of narrative texts, for example story grammar (Stein & Glenn, 1979) and such frameworks have been used to study children's narratives. However, there is still a need to better understand the mechanisms of the acquisition of narrative ability and to apply and further develop the theories which explain the organisation of narrative texts.

Rewriting Traditional Tales as Multilingual Narratives at Elementary School: Problems and Progress.

2007

For several years children at Joyce Public School have been rewriting traditional stories from localized cultural and linguistic perspectives, creating innovative, individualized narrative forms with digital technology. Our experimental multiliteracies research project is a collaboration of school and university teachers and researchers following a guided action research paradigm. The study has as one of its stated objectives the development of multilingual story retelling as a means of inexpensively supporting home language maintenance, fostering language awareness and aiding English as a second language learning in a community of high linguistic diversity. This paper tells our story thus far, focusing on how we have approached the creation of multilingual stories in heterogeneous, urban language classes, discussing stumbling blocks that have forced creative problem-solving and showcasing successes.