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| Maths - counting, telling the time, measuring Science - learning about habitats of animals, life-cycles of living creatures, ecology Geography - mapping skills, weather, environment History - gaining an awareness of time and human development, historical events Arts and crafts - making their own books, puppets, collages, masks or drawings Music and drama - moving, dancing Learner autonomy Using stories can offer opportunities to foster learner autonomy in language education by helping learners to manage their own learning. Stories can contribute effectively to this aim by involving learners in decisions about what they are doing or assisting them in developing strategies for learning to learn. For instance, stories can be the vehicle to develop: Thinking strategies: comparing, grouping, sequencing, hypothesizing Strategies for language learning: training memory, guessing the meaning of new words Strategies for study skills: understanding and making charts, graphs, etc Selecting storybooks Storybooks come in all shapes and sizes. New technology has even allowed publishers to create books that light up, play music and produce a number of sound effects. As well as coming in a huge variety of forms, stories also cover a vast range of themes and topics. With picture books, teachers need to take heed of the interplay between the pictures and words. In selecting their books, they must constantly be aware of values and attitudes, which the content implies. Since there is no such thing as a "alue-free?book, teachers need to make sure that the stories (and pictures) reflect a wide range of lifestyles, and are sensitive to difference and diversity. They must also be aware of a book'S overall educational and linguistic effects on the learners. The abundant variety of books makes it difficult to define exactly what the criteria should be for choosing a particular book. There isn't space here to discuss this matter in full, but Ellis and Brewster successfully present comprehensive criteria for selection. I should also like to include the importance of considering one's own teaching context for the selection of stories by viewing that context from three different angles (based on Wallace): 1.The immediate context: What is the teacher's typical teaching situation? (e.g. age, gender, level of learners) 2.The institutional context: What type and form of teaching materials are used? 3.The social context: What are the cultural expectations of the materials? The issue of teaching context will also be particularly relevant in deciding whether the stories are to be used to supplement course books or if they are to be used as an alternative to them. Ways with stories I now want to focus on the different ways in which storybooks can be used in the classroom. Before teachers can actually include a particular storybook in their lesson plans, they need to consider what kind of approach they should take for that story. For example, should they concentrate on the linguistic features explicit in the text? Or should the focus be on some of the issues surrounding the story? I suggest the following five orientations as a possible framework to help teachers structure their approach for a particular story. These five orientations, language awareness, learning to learn, curriculum links, projects and developing critical awareness, are shown in the diagram below. Obviously, not every story can be neatly grouped into these five areas. Some books may be more suitable for promoting language and learning awareness, while others may be more appropriate for developing learners?critical awareness. The teacher will need to choose the book most relevant to their particular teaching situation. The ideas and thoughts that teachers would like their learners to develop will also influence their selection of books. The sheet below is a suggestion of how teachers could keep systematic notes of that each text has to offer. These notes can be kept not only for immediate use in the classroom, but also as a reference for future use. |
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