Russia : Storytelling in Early Language Teaching  

Oleh:

Malkina, Natasha

Jenis: Article from Bulletin/Magazine
Dalam koleksi: ENGLISH TEACHING FORUM (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 33 no. 1 (Jan. 1995), page 38.
Topik: Storrytelling
Fulltext: Storytelling in Early Language Teaching.pdf (244.86KB)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34.7 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Stories are an effective tool for early language teaching. They meet the emotional, cognitive and psychological demands of pre-school children: their need to belong; to act; to share; to feel protected, etc. Stories and fairy tales are inherently interesting to children. They speak to the "I" of the child, as Bruno Bettelheim stated in his book, The Uses of Enchantment. However, an analysis of existing Russian educational materials for teaching English to kindergarten children shows that stories have been little used. If they are part of the curriculum, they are Russian translations of English or American stories and fairy tales. E. Garvie's The Story as Vehicle , presents the view that storytelling can be a major component in an acquisition-based language teaching approach. She discusses how to select stories, "unpacking" their language potential, adapting the stories to syllabus needs, and finding ways to tell them to foster comprehension, involvement and participation. A related work is The Storytelling Handbook for Primary Teachers (Ellis et al.,) which discusses the use of "real books," written for native-speaker children with students of EFL. The books by Hester Stories in the Multilingual Primary Classroom , and RosenAnd None of it Was Nonsense are highly relevant, too.

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