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| Masuko Miyahara assesses the different approaches that can be made to a storybook. It has long been claimed that stories contain a vast wealth of teaching materials that benefit the overall development of the child, including language learning. Garvie points out that telling stories can be especially helpful in language teaching since it"helps to contextualise the isolated linguistic items that are often represented in the course textbooks."However, as Cameron strongly urges, classrooms are not family sitting rooms, teachers are not their pupils?parents... teachers can best serve learners by adopting a critical stance to the use of the stories, aiming to clarify the qualities of good stories for language classrooms.?In other words, if stories are to be effectively exploited in the classroom, there is a need for teachers to plan work with clear language learning and general learning goals in mind. In short, a systematic approach to using stories in language education is called for. For teachers to be able to maximize the learning opportunities for their learners, they must be fully aware of why they are including storybooks in their lessons; they must know how to select storybooks that best serve the particular needs of learners; and they must have a clear understanding of the different ways in which storybooks can be used in the classroom. Why use stories? Many leading authorities regard stories as an ideal medium for language classrooms. The main argument is that since stories are authentic (in the sense that many books are not written specifically for the purpose of teaching English), they offer learners an opportunity to experience how the language is used in its natural context. Stories, which are rich in language, also enable teaching to be coherent to the learner. Drills and exercises on a particular linguistic item may make sense to the teacher, but there is nothing coherent to make the language memorable for the learner. However, if a story is used, the same linguistic item becomes more meaningful to the learner because it is contextualised. I would like to emphasize that stories do not only provide opportunities for language education. Teachers need to remember that children are not only in the midst of developing their linguistic abilities, but are also in the process of cognitive, personal and social development. The use of stories in the classroom can give teachers opportunities to foster the learners?development in a variety of ways. Learning content Making a distinction between the learning content?and the "carrier content"of a text, Andrew Littlejohn states that although teachers expect learners to remember the learning content more than the carrier content, they should make sure that all content is worth learning. By linking stories with various subject areas, I believe that the learning content can be greatly expanded and developed by the carrier content. In fact, stories can be the medium that ties language with several subject areas. For example: |
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