Resilience through Storytelling in the EAL Classroom

Autor/in	Geres, Koreen
Titel	Resilience through Storytelling in the EAL Classroom
Quelle	In: TESL Canada Journal, 33 (2016), S.62-85 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Resilience (Psychology); English (Second Language); Second Language Learning; Second Language Instruction; Story Telling; Social Change; Immigrants; Refugees; Classroom Techniques; Secondary School Teachers; Secondary School Students; Teacher Attitudes; Well Being; Language Teachers; Teacher Student Relationship; Foreign Countries; Reflection; Action Research; Peer Relationship; Canada + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sozialer Wandel; Immigrant; Immigrantin; Immigranten; Flüchtling; Klassenführung; Sekundarschüler; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Projektforschung; Peer-Beziehungen; Kanada
Abstract	English as an Additional Language (EAL) teachers often become the trusted confidants of students who experienced forced migration. Although teachers are not typically trained to be counsellors or encouraged to take that role, what they do in the classroom can have a great influence on their students' well-being (Pipher, 2002). In fact, teachers and schools can be major factors in building resilience and creating opportunities for adjustment (Pike, Cohen, & Pooley, 2008). When teachers provide strategies for well-being, youth are more likely to have the capacity to cope with tremendous social, educational, and emotional change. One classroom strategy to promote resilience is storytelling. In addition to storytelling being a viable strategy to encourage language learning (Freeman, Freeman, & Mercuri, 2002) and address emotionally difficult issues for the writer (Hong Kingston, 2006), hearing youths' stories can build community support (Theron et al., 2011). This article describes a study to explore how teachers of secondary students who were new to Canada used storytelling and what stories the students wanted to tell. The results of the study are discussed in regard to teachers' reflections on storytelling with EAL students. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01