Storytelling associated to ludic in teaching and learning English
DOI:
https://doi.org/10.14244/198271994915Keywords:
Storytelling, Ludic, English language.Abstract
This article aims to analyze the contributions that a teaching practice based on a playful approach based on storytelling can provide for the learning of English language in the first year of Elementary School. Based on the story The Very Hungry Caterpillar, by the author Eric Carle (1996), the study including playful activities in two first grade elementary school classes, one which has English Language as a curricular component in a private school in Caxias do Sul, and the other in a public school in Porto Alegre within the framework of the Project: LIVE LIBRARY: support space for the teaching and learning process. It also aimed to identify students’ learning outcomes in both realities, comparing the possibilities of public and private contexts. Within the implementation of the teaching practice, we observed that, regardless of the available resources or the space in the curriculum, teaching a Foreign Language, in this case, English Language, can be performed effectively in the school context, whether public or private since, even without previous knowledge, the students achieved the previously determined objectives based on working with the proposed contents connected to storytelling in a playful way.
Metrics
References
BALLMAN, T. L., LISKIN-GASPARRO, J. E., & MANDELL, P. B. The communicative classroom. Heinle & Heinle/Thomson Learning, 2001.
BAMBERG, M. (Ed.). Narrative development: Six approaches. Mahwah, NJ: Lawrence Erlbaum Associates, 1997.
BROOKS, N. Language and language learning: Theory and practice (2nd ed.). New York: Harcourt Brace, 1964.
CARLE, Eric. The Very Hungry Caterpillar. New York: Collins Publishers, 1996.
CHO, H & KIM, H. R. Promoting creativity through language play in EFL classrooms. TESOL Journal. 2018;9:e416, 1-9, 2018.
COOK, G. Language play, language learning. ELT Journal, 51, 224–231, 1997.
DAILEY, Sheila. Tales as tools: the power of story in the classroom. National Storytelling Association. Tennessee: National Storytelling Press, 1994.
ELLIS, R.. Language teaching research and language pedagogy. New York: John Wiley & Sons, 2012.
GUERRERO, S. Diferencias de género en evaluaciones de narraciones de experiencias personales en el habla juvenil de Santiago de Chile: Una aproximación sociolingüística. Revista Signos: Estudios de Lingüística, 44(75), 18-32, 2011. Doi: 10.4067/S0718-09342011000100002.
HAMILTON, M.; WEISS, M. Children tell stories: Teaching and using storytelling in the classroom. New York: Richard C. Owen Publishers, 2005.
JIMÉNEZ, T. La narración infantil: un estudio en niños de educación básica. Revista de Investigación, 60,157-174, 2006.
LEE, J. & VANPATTEN, B. Making Communicative Language Teaching Happen. (2nd Ed.). New York: McGraw-Hill, 2003.
LEFFA, Vilson J. Metodologia no ensino de línguas. In: BOHN, H. I.; VANDRESEN, P. Tópicos em linguística aplicada: o ensino de línguas estrangeiras. Florianópolis: Ed. da UFSC, p. 211-236, 1988.
LABOV, W. Language in the inner city: Studies in the Black English Vernacular. Philadelphia: University of Pennsylvania Press, 1972.
LABOV, W. Where should I begin? In D. SCHIFFRIN, A. De Fina, & A. Nylund (Eds.). Telling stories: Language, narrative, and social life (pp. 7-22). Washington, DC: Georgetown University Press, 2010.
LIGHTBOWN, P. M.; SPADA, N. How Languages are Learned 4th edition. Oxford University Press, 2-13, 2013.
LÜDKE, Menga; ANDRÉ, Marli Eliza Dalmazo Afonso de. Pesquisa em educação: abordagens qualitativas. São Paulo: EPU, 1986.
MCCABE, A. Developmental and cross-cultural aspects of children’s narrations. In M. Bamberg (Ed.). Narrative development: Six approaches (pp. 137-174). Mahwah, NJ: Lawrence Erlbaum Associates, 1997.
PIAGET, Jean. Para onde vai à educação? Rio de Janeiro: José Olímpio, 2007.
SCHIFFRIN, D., De Fina, A., & Nylund, A. (Eds.). Telling stories: Language, narrative, and social life. Georgetown: Georgetown University Press, 2010.
SHRUM, J. L., & Glisan, E. W. Teacher's handbook, contextualized language instruction. Cengage Learning. (5th Edition) 2015.
SPICER-ESCALANTE, M. Exploración de las Narrativas Bilingües Orales y Escritas en Español e Inglés. Zona Próxima 23. (Instituto de Estudios en Educación de la Universidad del Norte, Colombia). doi.org/10.14482/zp.22.5832: 18-30, 2015.
VANPATTEN, B. While We're on the Topic: BVP on Language, Acquisition, and Classroom Practice. ACTFL: Alexandria. 978-1-94254-457-9, 2017.
VYGOTSKY, Lev Semenovitch. Pensamento e linguagem. São Paulo: Martins Fontes, 1987.
WALLON, Henri. As origens do pensamento na criança. São Paulo: Manole, 1989.
WINSTON, J. (2013). “Play is the thing!”: Shakespeare, Language Play and Drama Pedagogy in the Early Years. Journal of Aesthetic Education, Vol. 47, No. 2: 1-16, 2013.
Downloads
Published
How to Cite
Issue
Section
License
CC-BY-NC License
Revista Eletrônica de Educação adopts the Creative Commons BY-NC license of type "Non-Commercial Attribution". This license permits, except where noted, that the end user re-mars, adapt, and create from his or her work for non-commercial purposes, on the condition of assigning due credit and in the manner specified by the author or licensor.
##plugins.generic.dates.accepted## 2020-12-29
##plugins.generic.dates.published## 2021-11-30
