How do I use stories in primary english education as a vehicle for learning?
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10362/118907 |
Resumo: | As part of my master’s degree practicum in teaching English in primary school, I undertook a small-scale action-research around the use of stories in primary English education as a vehicle for learning. This study was implemented from September to December 2019, with a 4th-grade class in a primary school in Sintra, Portugal. The project consisted of implementing a storytelling methodology in which the core of each learning sequence was an adapted story, with the aim of providing real, meaningful, engaging and enjoyable language exposure and opportunities for learning. This study addressed the main question: “How do I use stories in English primary education as a vehicle for learning?” I attempted to determine: how to select and adapt stories that could respond to learners’ needs and support their learning; how to successfully plan an entire sequence of learning around a story without using the coursebook; and which storytelling skills I should develop in order to successfully tell a story. My results highlighted the importance of the teacher’s role as storyteller to support students’ learning through stories, prompting their participation during storytelling events, role plays and related activities, motivating them towards literacy and language learning, but also as a mediator, raising their awareness regarding their own learning process. Furthermore, I believe, the results have shown that it is possible to implement a story-based methodology, using stories as a vehicle for English learning, improving my learners’ skills and learner autonomy. Moreover, the findings suggest that learners were able to achieve the predicted goals and learning through stories, through the introduction of consistent and carefully planned sequences of learning based around stories, as shown by their performance in class and the results in the termly test. Finally, it was shown that the activities related to the story are fundamental to provide repetitive and supportive opportunities for language learning. |
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How do I use stories in primary english education as a vehicle for learning?LiteraciaSala de aula1º Ciclo do Ensino BásicoYoung learnersEnglish as a foreign languageStorytellingteacher-as-mediatorInglês como língua estrangeiraProfessor como mediadorDomínio/Área Científica::Humanidades::Línguas e LiteraturasDomínio/Área Científica::Ciências Sociais::Ciências da EducaçãoAs part of my master’s degree practicum in teaching English in primary school, I undertook a small-scale action-research around the use of stories in primary English education as a vehicle for learning. This study was implemented from September to December 2019, with a 4th-grade class in a primary school in Sintra, Portugal. The project consisted of implementing a storytelling methodology in which the core of each learning sequence was an adapted story, with the aim of providing real, meaningful, engaging and enjoyable language exposure and opportunities for learning. This study addressed the main question: “How do I use stories in English primary education as a vehicle for learning?” I attempted to determine: how to select and adapt stories that could respond to learners’ needs and support their learning; how to successfully plan an entire sequence of learning around a story without using the coursebook; and which storytelling skills I should develop in order to successfully tell a story. My results highlighted the importance of the teacher’s role as storyteller to support students’ learning through stories, prompting their participation during storytelling events, role plays and related activities, motivating them towards literacy and language learning, but also as a mediator, raising their awareness regarding their own learning process. Furthermore, I believe, the results have shown that it is possible to implement a story-based methodology, using stories as a vehicle for English learning, improving my learners’ skills and learner autonomy. Moreover, the findings suggest that learners were able to achieve the predicted goals and learning through stories, through the introduction of consistent and carefully planned sequences of learning based around stories, as shown by their performance in class and the results in the termly test. Finally, it was shown that the activities related to the story are fundamental to provide repetitive and supportive opportunities for language learning.Como parte do meu mestrado em Ensino de Inglês de 1º ciclo, foi conduzido um pequeno estudo de pesquisa-ação e projeto de sala de aula, centrado no uso de histórias no contexto do ensino de Inglês de 1º ciclo como veículo de aprendizagem. O estudo foi introduzido em setembro de 2019 e foi desenvolvido ao longo do 1º período, numa turma de 4º ano, numa escola do 1º ciclo em Sintra, Portugal. Este projeto consistiu na implementação de uma metodologia baseada no conto de histórias, na qual o núcleo central de cada sequência de aprendizagem era uma história adaptada, com o intuito de proporcionar exposição significativa, motivante e aprazível à linguagem e oportunidades de aprendizagem. Este estudo aborda a questão nuclear: “Como posso usar histórias no ensino de Inglês de 1º ciclo como veículo para a aprendizagem”. De forma a obter algumas respostas a esta questão, os objetivos traçados consistiam em: determinar como selecionar e adaptar histórias que respondessem às necessidades dos aprendentes, apoiando a sua aprendizagem, ajustando-se ao currículo, como planear com sucesso uma sequencia de aprendizagem em torno de uma história, sem recorrer ao manual adotado e também quais as capacidades mais relevantes como storyteller para tornar a minha performance bem-sucedida focando a aprendizagem sustentada da língua Inglesa. Este estudo evidenciou a importância do papel do professor como storyteller, na aprendizagem da Língua Inglesa baseada nesta metodologia, estimulando a sua participação durante os momentos de storytelling, dramatizações das mesmas e atividades relacionadas, mas também propiciando oportunidades para a consciencialização acerca da sua aprendizagem, através das suas intervenções nas discussões de turma, incentivando a partilha de ideias e pensamentos com a turma, mas também motivando-os para a literacia e aprendizagem da língua. Penso que os resultados mostram que é possível implementar uma metodologia baseada em histórias, usando histórias como veículo para a aprendizagem da Língua Inglesa, o aperfeiçoamento das suas competências e a autonomia dos aprendentes. Os resultados sugerem ainda, que os aprendentes conseguiram atingir os objetivos previstos, aprendendo através de histórias, através da introdução de sequências de aprendizagem cuidadosa e consistentemente planeadas em torno de histórias, como demonstrado pelo seu desempenho nas aulas e nos resultados dos testes. Por fim, penso que foi demonstrado que as atividades relacionadas com as histórias, são fundamentais para proporcionar oportunidades de aprendizagem que permitam a consolidação dos conteúdos abordados.Mourão, SandieCeia, CarlosRUNNeves, Joana Lagoa Duque Simões2021-06-07T14:26:08Z2021-04-082021-01-202021-04-08T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://hdl.handle.net/10362/118907TID:202721116enginfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T05:01:36Zoai:run.unl.pt:10362/118907Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:43:57.747150Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
How do I use stories in primary english education as a vehicle for learning? |
title |
How do I use stories in primary english education as a vehicle for learning? |
spellingShingle |
How do I use stories in primary english education as a vehicle for learning? Neves, Joana Lagoa Duque Simões Literacia Sala de aula 1º Ciclo do Ensino Básico Young learners English as a foreign language Storytelling teacher-as-mediator Inglês como língua estrangeira Professor como mediador Domínio/Área Científica::Humanidades::Línguas e Literaturas Domínio/Área Científica::Ciências Sociais::Ciências da Educação |
title_short |
How do I use stories in primary english education as a vehicle for learning? |
title_full |
How do I use stories in primary english education as a vehicle for learning? |
title_fullStr |
How do I use stories in primary english education as a vehicle for learning? |
title_full_unstemmed |
How do I use stories in primary english education as a vehicle for learning? |
title_sort |
How do I use stories in primary english education as a vehicle for learning? |
author |
Neves, Joana Lagoa Duque Simões |
author_facet |
Neves, Joana Lagoa Duque Simões |
author_role |
author |
dc.contributor.none.fl_str_mv |
Mourão, Sandie Ceia, Carlos RUN |
dc.contributor.author.fl_str_mv |
Neves, Joana Lagoa Duque Simões |
dc.subject.por.fl_str_mv |
Literacia Sala de aula 1º Ciclo do Ensino Básico Young learners English as a foreign language Storytelling teacher-as-mediator Inglês como língua estrangeira Professor como mediador Domínio/Área Científica::Humanidades::Línguas e Literaturas Domínio/Área Científica::Ciências Sociais::Ciências da Educação |
topic |
Literacia Sala de aula 1º Ciclo do Ensino Básico Young learners English as a foreign language Storytelling teacher-as-mediator Inglês como língua estrangeira Professor como mediador Domínio/Área Científica::Humanidades::Línguas e Literaturas Domínio/Área Científica::Ciências Sociais::Ciências da Educação |
description |
As part of my master’s degree practicum in teaching English in primary school, I undertook a small-scale action-research around the use of stories in primary English education as a vehicle for learning. This study was implemented from September to December 2019, with a 4th-grade class in a primary school in Sintra, Portugal. The project consisted of implementing a storytelling methodology in which the core of each learning sequence was an adapted story, with the aim of providing real, meaningful, engaging and enjoyable language exposure and opportunities for learning. This study addressed the main question: “How do I use stories in English primary education as a vehicle for learning?” I attempted to determine: how to select and adapt stories that could respond to learners’ needs and support their learning; how to successfully plan an entire sequence of learning around a story without using the coursebook; and which storytelling skills I should develop in order to successfully tell a story. My results highlighted the importance of the teacher’s role as storyteller to support students’ learning through stories, prompting their participation during storytelling events, role plays and related activities, motivating them towards literacy and language learning, but also as a mediator, raising their awareness regarding their own learning process. Furthermore, I believe, the results have shown that it is possible to implement a story-based methodology, using stories as a vehicle for English learning, improving my learners’ skills and learner autonomy. Moreover, the findings suggest that learners were able to achieve the predicted goals and learning through stories, through the introduction of consistent and carefully planned sequences of learning based around stories, as shown by their performance in class and the results in the termly test. Finally, it was shown that the activities related to the story are fundamental to provide repetitive and supportive opportunities for language learning. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-07T14:26:08Z 2021-04-08 2021-01-20 2021-04-08T00:00:00Z |
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info:eu-repo/semantics/publishedVersion |
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