Cultural Storytelling as a Motivational Writing Prompt for English Language Learners: A Collaborative Research Endeavor

Autor/inn/en	Cook, Carolyn L.; Taylor, Megan E.
Titel	Cultural Storytelling as a Motivational Writing Prompt for English Language Learners: A Collaborative Research Endeavor
Quelle	In: School-University Partnerships, 5 (2012) 2, S.75-88 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Professional Development Schools; Foreign Countries; Second Language Learning; Writing Attitudes; Grade 5; Story Telling; English Language Learners; Literacy; Tales; Partnerships in Education; College Faculty; Preservice Teachers; Reading Aloud to Others; Motivation; English (Second Language); Elementary School Students; Bangladesh; Maryland + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; School year 05; 5. Schuljahr; Schuljahr 05; Alphabetisierung; Schreib- und Lesefähigkeit; Erzählung; Hochschulpartnerschaft; Fakultät; psychologische; Motivation (psychologisch); English as second language; English; Second Language; Englisch als Zweitsprache; Bangladesch
Abstract	This qualitative study addresses the question "Does the use of storytelling motivate English language learners to engage in literacy practices more, or in a better way, and if so, how?". Storytelling of cultural tales related to fifth grade students' home cultures was introduced to provide a prompt for resultant student discussion and writing. All data collected--a writing attitude survey, writing samples, recordings of group discussions, and a final interview--display the literacy growth of Raeda, a newly emigrated girl from Bangladesh. A primary theme that emerged from this study was that the storytelling of cultural tales as discussion and writing prompts is a motivational factor in the process of learning a second language. This article also recounts the challenges and rewards of a year of collaborative instruction between a university faculty member and an English language learner teacher in a Professional Development School. The PDS partnership laid the foundation for this collaborative research to occur. The research endeavor positively affected all stakeholders--students, pre-service teachers, the in-service teacher, and the university professor. (Contains 1 table.) (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10