The Power of Story in the ESL Classroom

被引：10

作者：

Nicholas, Bonnie J. ^{[1
]}

Rossiter, Marian J. ^{[1
]}

Abbott, Marilyn L. ^{[1
]}

机构：

[1] Univ Alberta, Dept Educ Psychol, Edmonton, AB T6G 2G5, Canada

来源：

CANADIAN MODERN LANGUAGE REVIEW-REVUE CANADIENNE DES LANGUES VIVANTES | 2011年 / 67卷 / 02期

关键词：

adult ESL; narratives; storytelling tasks; Canadian Language Benchmarks; LANGUAGE; TRAUMA; REPRESENTATIONS; DISCLOSURE; LEVEL; TASK;

D O I：

10.3138/cmlr.67.2.247

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

Although considerable research has examined the use of literature in the second language (L2) classroom, there has been less investigation into the integration of learners' personal stories in the English as a second language (ESL) classroom. Following Wajnryb's (2003) categorizations of story as language learning, genre, and the creation of what she termed a 'storied classroom,' this study explores the ways in which learners' stories are used in the ESL classroom. Five ESL instructors and nine adult ESL learners enrolled in ESL classes at a settlement agency in Edmonton were interviewed about the practice, benefits, and challenges of incorporating personal stories into the L2 classroom. Participants perceived that story promoted language learning, an understanding of genre, and community building, while also enhancing authenticity, affect, and motivation. This article provides guidelines and recommends resources for using personal story in the adult ESL classroom.

引用

页码：247 / 268

页数：22