Working as a teacher can often be very difficult. There are not just the questions of how to structure the lesson or motivate the students, but also whether or not the various topics are accepted by them and helpful in learning a language. In his book “The Folktale” Thompson points out that, “The teller of stories has everywhere and always found eager listeners.” As a result, folktales seem to be incorporated very easily into a lesson.
In this paper, I want to look at the use of folktales in a classroom, where English as a second language is being taught. First of all, however, I want to consider the definition of folktales and explain the hidden subtypes behind the term. Apart from looking at the origins of a folktale, or folklore in general, I want to take a look at their function. Later on, I will also discuss the reasons for using these in school. Finally, I want to provide the reader with a variety of activities that combined can be used with reading folktales.
Table of Contents
- I. Introduction
- II. The Folktale
- 2.1 Definition and Subtypes
- III. History
- 3.1 Origins
- 3.2 Functions
- IV. Reasons for using folktales in school
- V. Using folktales in language lessons
- 5.1 Focus on listening and speaking
- 5.2 Focus on Reading
- 5.3 Focus on writing
- 5.4 Focus on pronunciation
- 5.5 Folktales and language games
- VI. Conclusion
Objectives and Key Themes
This paper examines the use of folktales in teaching English as a second language. It aims to explore the definition and subtypes of folktales, their origins and functions, and to provide practical activities for incorporating them into language lessons. The paper also addresses the pedagogical reasons for using folktales in the classroom setting.
- Definition and classification of folktales
- Historical origins and evolution of folktales
- The various functions of folktales
- Pedagogical applications of folktales in ESL/EFL classrooms
- Practical activities for using folktales in language teaching
Chapter Summaries
I. Introduction: This introductory chapter sets the stage for the paper by highlighting the challenges of English language teaching and proposing folktales as a potentially effective tool. It introduces the central thesis – exploring the use of folktales in ESL classrooms – and outlines the structure of the paper, promising to delve into the definition of folktales, their origins, functions, and pedagogical applications. The chapter emphasizes the inherent appeal of storytelling and its potential to facilitate language learning. The author cites Thompson's assertion that storytellers always find eager listeners, suggesting the innate receptivity of learners to this medium.
II. The Folktale: This chapter provides a detailed examination of folktales, starting with a definition that encompasses a broad spectrum of narrative forms found in oral traditions worldwide. It differentiates between various subtypes, including legends, myths, fables, parables, allegories, and fairy tales, illustrating each subtype with specific examples. The chapter also touches upon the cultural universality of storytelling and the resemblance between different forms of folktales across cultures. The discussion clarifies the significant diversity within the umbrella term "folktale" and lays the groundwork for understanding their diverse applications in education.
III. History: This section explores the origins and historical development of folktales, tracing their connections to the broader field of folklore. It highlights the 19th-century development of folklore studies and the influence of romantic nationalism on the recognition of oral traditions. The chapter mentions significant early collections, such as the Grimm's fairy tales, and discusses the widespread geographical distribution of folktales, emphasizing their transmission across generations and cultures. It further examines the theories about the origins of European folktales, referencing the work of Theodor Benfey and highlighting the cross-cultural exchange and adaptation of these narratives.
IV. Reasons for using folktales in school: This chapter delves into the pedagogical rationale for incorporating folktales into the classroom. It explores the numerous reasons why folktales are particularly suitable for language learning, examining their cultural relevance, their capacity to engage students, and their suitability for developing various language skills. The chapter anticipates the following section which will outline practical applications and learning activities.
Keywords
Folktales, folklore, ESL, EFL, language teaching, storytelling, narrative, oral tradition, cultural expression, pedagogical applications, language learning activities, myths, legends, fairy tales, fables, classroom activities.
FAQ: A Comprehensive Language Preview on Folktales in ESL/EFL Classrooms
What is the purpose of this document?
This document provides a comprehensive overview of the use of folktales in teaching English as a second language (ESL) and English as a foreign language (EFL). It serves as a preview, including a table of contents, objectives, key themes, chapter summaries, and keywords.
What topics are covered in this document?
The document covers the definition and subtypes of folktales; their historical origins and functions; pedagogical reasons for using folktales in the classroom; and practical activities for incorporating folktales into language lessons focusing on listening, speaking, reading, writing, and pronunciation. It also explores the cultural universality of storytelling and the diverse applications of folktales in education.
What are the key themes explored in the document?
The key themes include the definition and classification of folktales; their historical origins and evolution; their various functions; pedagogical applications in ESL/EFL classrooms; and practical activities for using folktales in language teaching.
What are the chapter summaries?
The document provides summaries of each chapter. Chapter I introduces the use of folktales in ESL classrooms. Chapter II defines and classifies various subtypes of folktales. Chapter III explores the historical origins and development of folktales. Chapter IV details the pedagogical reasons for using folktales in schools. Chapter V outlines practical activities for using folktales in language lessons, focusing on different language skills. Chapter VI concludes the document.
What are some examples of folktale subtypes discussed?
The document differentiates between various subtypes of folktales, including legends, myths, fables, parables, allegories, and fairy tales.
What are the pedagogical benefits of using folktales in language learning?
The document highlights the cultural relevance, engaging nature, and suitability of folktales for developing various language skills as pedagogical benefits. It suggests that folktales can enhance listening comprehension, speaking fluency, reading skills, writing abilities, and even pronunciation.
What types of activities are suggested for using folktales in the classroom?
The document suggests various activities for incorporating folktales into language lessons, including those focusing on listening and speaking, reading, writing, pronunciation, and language games. Specific examples of activities are not detailed within the preview.
What are the keywords associated with this document?
Keywords include folktales, folklore, ESL, EFL, language teaching, storytelling, narrative, oral tradition, cultural expression, pedagogical applications, language learning activities, myths, legends, fairy tales, fables, and classroom activities.
Who is the intended audience for this document?
The intended audience is primarily ESL/EFL teachers and educators interested in incorporating folktales into their language teaching practices.
Where can I find more detailed information on the topics discussed?
The preview does not provide specific references or further reading, but it suggests the presented information is a summary of a more complete work.
- Arbeit zitieren
- Margarete Misch (Autor:in), 2008, Teaching Folktales, München, GRIN Verlag, https://www.grin.com/document/114381
