Art of Storytelling: A Critical Perspective on English Language Teaching (original) (raw)
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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
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...
Implementing storytelling technique to teach english language skills
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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...
Improving language skills through storytelling for intermediate level students
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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...
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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.
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.
“Everyone Has a Story to Tell: Learning English Through Narratives”
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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.
A Development of Storytelling in Teaching English Speaking at Junior High School
2020
This research is conducted to motivate students' speaking skill in English. The purpose of this research is to design a learning model namely 'Storytelling' to be used as a valid, practical, and effective model to teach English speaking skills at Junior High School (SMP) level. This research is a development research (R&D). The population was the eighth-grade students of Junior High School in Sungai Penuh Subdistrict, Sungai Penuh City. The data in this research are in the form quantitative data. The instruments used on the development of the Storytelling model in teaching English speaking skills were questionnaires, checklists, and English-speaking tests. The questionnaire was made in the form of Likert scale. It was used to measure the implementation of the learning process of English speaking skills in schools. The model has been implemented and validated before being applied by the teacher in the teaching process. The pre-test and post-test scores were analyzed by means of descriptive statistical analysis, homogeneity test, normality test, and t-test using computer facility for SPSS Version 16.0 program. The storytelling learning model for students' speaking skills has generated products namely model book, teachers' book and student's book. The findings of the research can be referred as guidance by teachers and students in order to improve speaking skills through storytelling.
Sudanese Online Research Journal, 2021
Story telling is an art of converting events into meaningful phrases and sentences. Sometimes stories are told to share information, culture, norms and awareness and sometimes the sole purpose of telling stories is just entertainment. However, storytelling is not just limited to this. It can effectively be used in teaching of English language. Particularly this research is focused on the useful technique of storytelling to develop speaking skills among beginner level students. From Wad Medani English School (GR 1), at El Gezira state, Sudan, thirty students were selected as a sample for this research including both male and female. It was an experimental study with analytical descriptive method. Collected data was run on SPSS and findings were interpreted after gaining results from the software. Statistically significant results were obtained for the students of experimental group which were levels of knowledge (0.005), comprehension (0.010), application (0.004), analysis (0.045), s...
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, ...