Fairy Tales in the ESL Classroom.

Autor/in	Haulman, April
Titel	Fairy Tales in the ESL Classroom.
Quelle	(1985), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Cultural Education; Cultural Enrichment; Fables; Fairy Tales; Fantasy; Folk Culture; Imagination; Language Skills; Learning Processes; Second Language Instruction; Second Language Learning; Story Telling; Vocabulary Development + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Fantasie; Language skill; Sprachkompetenz; Learning process; Lernprozess; Fremdsprachenunterricht; Zweitsprachenerwerb; Wortschatzarbeit
Abstract	Second language teachers wishing to diversify their instructional approach should consider using fairy tales to enrich the experience of the target language and culture. When used well, they can provide a glimpse of the values, lifestyles, customs, and historical traditions of the target language group. Fairy tales also offer a variety of language contexts for expanding and refining vocabulary and for developing a larger repertoire of linguistic structures. Research in second language learning supports the idea that variations of child-oriented themes and/or fantasy can stimulate a young person's interest, simultaneously providing comprehensible input and lowering the affective filter. Suggested steps for using fairy tales in the second language classroom are: (1) introduction of vocabulary and concepts; (2) story presentation using any props or dramatic techniques necessary and available; (3) language activities to practice, review, or extend story vocabulary or structures; (4) reinforcement and follow-up activities such as summarizing and discussion; and (5) use of story language, themes, or topics to integrate with other content area-related activities. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01