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Storytelling : enhancing differentiated instruction for the foreign language elementary school classroom through the use of storybooks / Kristen L. Roberts

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Identifier	Thesis 1853
Author	Roberts, Kristen L., 1974-
Title	Storytelling : enhancing differentiated instruction for the foreign language elementary school classroom through the use of storybooks / Kristen L. Roberts
Publisher	Central Connecticut State University
Date	2006
Resource Type	Master's Thesis
Notes	In April of 1983 the National Commission on Excellence in Education issued a report entitled “A Nation at Risk,” in which the Commission summarized the values of foreign language study and made recommendations for future instruction. The report states: “Achieving proficiency in a foreign language ordinarily requires from four to six years of study, and, therefore, should be started in the elementary grades. We believe it is desirable that students achieve such proficiency because study of a foreign language introduces the student to non-English speaking cultures, heightens awareness and comprehension of one‟s native tongue and serves the nations‟ needs in commerce, diplomacy, defense and education” (2). This insight has spurred the implementation of second language instruction programs at the elementary school level nationwide. Unfortunately, lack of foresight with regard to planning, implementing and funding these programs has left them ill-equipt, without the appropriate materials or instructional preparation of educators to teach at this developmental level. This thesis examines the current materials and methodologies available to foreign language elementary school (FLES) teachers. It has been found that teaching through the use of story can be an advantageous instrument in second language acquisition. Storytelling is an age-old methodology for the effective transmission of cultural information. It is a genuine expression of the human experience, and a natural extension and reflection of culture. Furthermore, leading brain-based theorists support this supposition. Reading specialist Steven Krashen is a proponent of numerous theories of language acquisition, such as the role of emotions and the „affective filter‟ in second language learning. Storytelling is an effective, entertaining approach to foreign language teaching because it combines comprehensible input with enjoyable situations filled with variety and humor. It activates the senses of the learner in a nonthreatening manner, while simultaneously making connections between the assessable content (that which is received and understood.) Furthermore, storybooks are compatible with Krashen‟s “Comprehension Hypothesis” which states that learners should be exposed to input beyond what they can meaningfully process, or input + 1. Lozanov concurs with this ideology and promotes teaching both to the conscious (comprehensible input) and unconscious mind (input + 1.) Additionally, both theorists concur that storybooks function as an instructional resource because they are compatible with the un-sequenced nature of the brain, and because they are pleasant to read which allows the student to maintain a lower affective filter, hence building the confidence of the student with regard to speaking. This allows the Language Acquisition Device (LAD) which resides in the human brain to function at its optimum, synthesizing right brain and left brain, conscious mind and unconscious mind. Further theoretical support is provided by Leslie Hart, who outlines the hardware and functioning of the brain; Georgi Lozanov, who analyzes the power of suggestion and the brain‟s process of encoding information; James Asher, who emphasizes is the critical role of kinesthetic intelligence in second language acquisition; and Lynn Dhority, who analyzes the role of environment and community. The importance of storytelling as an integral aspect of foreign language education is explored in this thesis. A comprehensive literature review suggests that teaching materials currently available are not compatible with the ideas delineated by the brain-based theorists who support this supposition. The instructional unit incorporating storytelling provided is based on all subsequent findings and the state and national standards for World Language instruction.
Subject	Languages, Modern -- Study and teaching (Elementary) Spanish language -- Study and teaching (Elementary)
Department	Department of Modern Languages
Advisor	Caliendo, Gloria Marie
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	70208816
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Storytelling : enhancing differentiated instruction for the foreign language elementary school classroom through the use of storybooks / Kristen L. Roberts

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