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
Research Objectives and Core Themes
This paper explores the pedagogical integration of folktales into English as a Second Language (ESL) classrooms, focusing on their utility in teaching language skills and cultural awareness while motivating students through engaging narrative structures.
- The linguistic benefits of redundancy and repetition in folktales for vocabulary and grammar acquisition.
- Methodologies for teaching listening, speaking, reading, writing, and pronunciation through folk literature.
- The function of folktales in fostering cultural identity and building cross-cultural connections.
- The utilization of interactive teaching tools, including storytelling activities, dramatic presentations, and language games.
- Strategies for adapting folktales to various learner ages and proficiency levels.
Excerpt from the Book
5.1 Focus on listening and speaking
There are various ways folktales can be used in a school lesson. Instead of letting the students read the story for themselves, the teacher can read it aloud (with comments on pictures) and have the students summarise it. The teacher can also tell the tale orally and have the students draw, sort pictures, complete a timeline or make an event map of the story.
Another language learning approach is the discussion of story pictures. To do this the teacher picks an illustrated folktale and lets the students tell each other what they think. Depending on the grade, the teacher can also prepare questions that help formulate an answer. It is also possible to leave out the last few pictures, so that there is more opportunity for creativity. A discussion of the pictures before reading the folktale also helps to introduce the language needed for the story. By preparing strips with sentences that summarise the tale the students have to put them in the correct order, while the teacher recounts it orally or reads it out aloud.
On the other hand, the students can create a story from the strips (ambiguous strip story), then share their versions with the class and compare it to the original story. An additional use of folktales is their dramatic presentation. In this case students act out or convert a folktale into a drama and then perform their results. The activity can be varied by, for example, creating a multipart story drama, where the class is divided into groups and each group has to act out a certain part of the story. This gives the students the opportunity to use English as a means of communication and to practise their listening skills, by observing and listening to their classmates.
Summary of Chapters
I. Introduction: Presents the motivation for using folktales as teaching material and outlines the scope of the paper.
II. The Folktale: Defines the genre of the folktale and categorizes various narrative subtypes like legends, myths, and fables.
III. History: Traces the origins of folklore and the development of folktale collection, while analyzing their societal functions.
IV. Reasons for using folktales in school: Argues for the benefits of folktales in language learning, citing simple grammar, concrete vocabulary, and cultural value.
V. Using folktales in language lessons: Provides practical teaching methodologies for all four core language skills and introduces various classroom games.
VI. Conclusion: Summarizes the effectiveness of folktales as inclusive, engaging, and versatile tools for both young and adult learners.
Keywords
Folktales, ESL, Language Teaching, Oral Tradition, Folklore, Narrative Prose, Storytelling, Vocabulary Acquisition, Grammar, Language Games, Cultural Identity, Pedagogical Strategies, Classroom Activities, Listening Skills, Reading Comprehension.
Frequently Asked Questions
What is the primary focus of this paper?
The paper examines how folktales can be effectively utilized as instructional material in English as a Second Language classrooms to enhance language acquisition and student motivation.
What are the core thematic areas discussed?
The work covers definitions and subtypes of folktales, their historical context and functions, the pedagogical advantages of using them in school, and specific activities for developing language skills.
What is the main research objective?
The objective is to demonstrate that folktales are versatile educational tools that help bridge cultural gaps and facilitate language learning for students of varying ages and proficiency levels.
Which scientific methods are primarily suggested?
The author advocates for communicative and interactive approaches, including reading aloud, story reconstruction, dramatic enactment, and the use of linguistic games to reinforce vocabulary and grammar.
What topics are covered in the main section of the paper?
The main section details practical classroom applications, focusing on listening, speaking, reading, writing, and pronunciation exercises integrated with folktale narratives.
Which keywords characterize this work?
Essential keywords include Folktales, Language Teaching, Pedagogical Strategies, Cultural Identity, and Oral Tradition.
Why are folktales considered particularly useful for low-level adult learners?
Folktales address universal themes that are relatable to adults, providing sophisticated content in a linguistic structure that is accessible and less complex than other forms of literature.
How can folktales be used to teach pronunciation?
The author suggests utilizing rhymed parts of tales and refrains, specifically recommending the use of Jazz Chants to connect the rhythm of American English with musical beats.
What is the role of "Language Jeopardy" in this context?
Language Jeopardy is introduced as a gamified approach to review vocabulary and grammar, allowing students to engage in aural input and competitive learning in a fun way.
- Citation du texte
- Margarete Misch (Auteur), 2008, Teaching Folktales, Munich, GRIN Verlag, https://www.grin.com/document/114381
