Letting the Story Out: Drawing on Children's Life Stories and Identities to Help Them Read beyond and Enhance Their Comprehension

Autor/in	Lee, Young Ju
Titel	Letting the Story Out: Drawing on Children's Life Stories and Identities to Help Them Read beyond and Enhance Their Comprehension
Quelle	In: Journal of Language, Identity, and Education, 15 (2016) 6, S.389-403 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2016.1239537
Schlagwörter	Personal Narratives; Self Concept; Reading Comprehension; Picture Books; Reading Aloud to Others; Literacy; English (Second Language); Second Language Learning; Second Language Instruction; Reading Tests; Ethnography; Asians; Foreign Countries; Elementary School Students; Student Attitudes; Grade 2; Grade 3; Libraries; Workshops; Qualitative Research; South Korea + Suchen Sie Ihr Suchwort? Erlebniserzählung; Selbstkonzept; Leseverstehen; Picture book; Bilderbuch; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lesetest; Ethnografie; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Schülerverhalten; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Library; Bibliothek; Lernwerkstatt; Schulung; Qualitative Forschung; Korea; Republik
Abstract	This study aims to explore the nature of the identities constructed by EFL learners through picture-book read-alouds and the possible relationship between these identities and their literacy learning. Eight Korean students were encouraged to connect with stories through picture-book workshops. Before and after the picture-book read-alouds, tests were administered to examine whether there had been any change in the participants' comprehension. The main findings were the following: (a) McCarthey's frames of "appropriation," "transformation," and "resistance," which characterize the identities of students as literacy learners, were able to explain the nature of the identities the students in this study constructed through the read-alouds and (b) the nature of these identities seemed to influence the students' comprehension. The results of this study suggest that teachers need to create literacy curricula that students can connect with in meaningful ways and that students should be encouraged to continually reconstruct their identities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01