Narrative story-telling as a teaching strategy

자료: http://www.lsesnet.com/blog/?p=102

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Narrative story-telling has become a popular approach used in TESOL classes. Moreover, it has been used in teaching English literature (Davis, 2005a) and mathematics (Davis, 2005b). There is a trend that the strategy is also being used by teachers to enhance language development of children with special needs. It can be used across the curriculum in both mainstream and special schools.

The rationale behind using narrative story-telling as a teaching strategy is obvious. Davis (2007) has argued that it entertains and excites listening learners. Hence, it becomes an important part of creative learning. This form of entertainment motivates listeners to want to learn, participate in the learning process and develop in both their expressive and receptive language skills.

Learners will feel the impact when they begin to understand the implications of words (vocabulary acquisition and word knowledge) used in the narrative story-telling or shared book reading (Sloan & Latham, 1981). This creates intrinsic needs on the part of the learners to want to: 

• learn how to listen (phonology), 
• discuss ideas and communciate with others using language appropriately (pragmatics). 
• Naturally, learners will also want to understand how, when and where to use words in phrases and sentences (syntax), 
• and thus, develop their vocabulary (semantics). 

This suggests that narrative story-telling may help children with specific language impairment, for instance, to work on the various specific expressive and/or receptive language skills (i.e., content, form and/or use) that they are weak in.   

As narrative story-telling grows from the playful elements of human nature, it allows teachers to engage their children socially as well as emotionally so that these children will immerse themselves in the learning situation and learn in their own unique ways (Davis, 2007), since there is a constant flow of communciation being exchanged between teachers and their children.

As a narrative story allows “flexibility and adaptability to the needs of the listeners and the listeners’ circumstances” (Burns, 2004, p.21), teachers can adapt the story and interact with the children to meet their needs and circumstances so as to enagage them within the context of the target story. Hence, the positive impact of using narrative story-telling allows the adaptability of a lesson to meet the challenging demands of children with special needs. 

Davis (2007) has explained that narrative story-telling is the natural way to introduce children to the wonderful world of books and the joy of reading, especially when narrative story-telling has created the children’s intrinsic need to select appropriate words and phrases to communicate with others. As such, plenty of reading materials must be made available and children must be provided with opportunities to listen to stories, engage reading materials, and create their own stories individually as well as in groups........

References:

Burns, G.W. (2004). Healing stories for kids and teens: Using metaphors in therapy. Hoboken, NJ: John Wiley & Sons.

Davies, A.L.R. (2005a). “Story-telling in primary schools.” Teaching and Learning Magazine (June). Birmingham: Questions Publishing.

Davis, A.L.R. (2005b). “Story as a tool for learning.” Mathematics Teaching, 191 (June). Retrieved [on-line] on January 18, 2009: www.atu.org.uk/mt/archive/mt191/html.

Davis, A.L.R. (2007). Story-telling in the classroom: Enhancing traditional oral skills for teachers and pupils. London: Paul Chapman.

Sloan, P., & Latham, R. (1981). Teaching reading is … Melbourne, Victoria: Nelson.