STORYTELLING AND MUSIC TOGETHER

1

By Diego Cuero B.Ed. Student at

Universidad del Valle

We often give our students stories to read, but how often do we tell them a

story?

2

WHAT DOES STORYTELLING OFFER?

• Children have an innate love for stories. Stories create magic and a sense of wonder at the world. Stories teach us about life, about ourselves and about others. Storytelling is a way for students to develop an understanding, respect and appreciation for other cultures, and can promote a positive attitude to people from different lands, races and religions.

3

STORYTELLING ALSO…

• Promotes a feeling of well-being and relaxation.

• Increases children's willingness to communicate thoughts and feelings.

• Encourages active participation.

• Increases verbal proficiency.

• Encourages use of imagination and creativity.

• Encourages cooperation between students.

• Enhance listening skills. 4

• Kids will love simple, jazzy texts, and their repetitive structure invites reading and singing along.

• Vocabulary growth occurs whenever students are exposed to new material, like a story or a song.

5

• Putting new information into a musical context can also help students’ memory. The connection between music and story telling is strong, especially from pre-K to second grade, and therefore music education is a vital element in children’s literary development.

6

• Storytelling is larger than just reading a flat text, it also includes: listening, gestures, negotiation for meaning, speaking, roleplays and social skills that are relevant to communication.

7

8

KRASHEN'S THEORY OF SECOND LANGUAGE ACQUISITION CONSISTS OF FIVE MAIN

HYPOTHESES

• The Acquisition-Learning hypothesis.

• The Monitor hypothesis.

• The Input hypothesis.

• The Natural Order hypothesis,

• The Affective Filter hypothesis.

9

Acquisition-Learning

10

The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language.

The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language,

INPUT 11

Input refers to the linguistic forms to which learners are exposed. Complete-natural not fragmented language on grammar.

• Krashen (1985) states that comprehensible input is the only true way a learner has to acquire a second language.

INPUT HYPOTHESIS

INPUT OUTPUT

The teacher, native speakers, classmates media, television, audios networks, etc. Storytelling, roleplays, songs, conversations, vocabulary etc.

LANGUAGE LEARNER

Speech Writing

Teacher feedback

Other learner feedback

Other learner participate Learner modify

his/her understanding

THE NATURAL ORDER HYPOTHESIS

14

Krashen (1987) suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable. For a given language, some grammatical structures tend to be acquired early while others late.

15

KRASHEN (1985)

Proposed that L2

learners require

comprehensible

input (language

that is

understandable).

SWAIN (1985)

Pointed out

that input is

not sufficient

for L2 learning.

Output -

opportunity

LONG (1996)

1.The structure of

interaction itself

could be modified

to make input more

comprehensible for

nonnative

speakers.

INTERACTION

• The interaction hypothesis suggests that second language development is facilitated when learners interact with other speakers. (Gass, 1997, 2003; Long, 1996; Pica, 1994)

16

• Use of non-verbal support of the meanings that teachers are communicating by means of gestures and visual aids.

• Some teachers tend to use code-switching between L1 & L2.

• Special teaching strategies such as repeating one's own questions, repeating and expanding learners' answers (recasts), as well as prompting answers (Gaies, 1977)

NEGOCIATION FOR MEANING

Refers to the efforts learners and their interlocutors make to modify or restructure interaction in order

to avoid or overcome difficulties in input comprehensibility.

COMPREHENSION CONFIRMATION

CHECKS CLARIFICATION

REQUESTS

18

Negotiating for meaning

Learners are interested in meaning, not form, but they begin to pay attention to form in order to understand the meaning.

form meaning

Video: negotiation for meaning

• https://www.youtube.com/watch?v=0Rl9Cxc7uZA

20

THANKS FOR YOUR ATTENTION!!!

21

References 22

Long, M. 1983: Linguistic and conversational adjustments to non-native speakers . Studies in Second Language Acquisition , (5) ,

177 93.

Long, M.H. (1985). Input and second language acquisition theory. In S. M. Gass & C. G. Madden (Eds.), Input in second language

acquisition, pp. 377-393. Rowley, MA: Newbury House.

Ellis, R. (1999). Learning a second language through interaction Amsterdam: John Benjamins Publishing Company.

Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. Rouledge-Taylor & Francis: New York.

Krashen, S. (1983). Newmark’s “Ignorance Hypothesis” and current second language acquisition theory. In S. Gass & L. Selinker

(Eds.), Language transfer in language learning , pp.135-153. Rowley, MA: Newbury House.

Long, M. 1981: Input, interaction, and second language acquisition . Foreign Language Acquisition: Annals of the New York

Academy of Sciences , (379) , 259 78.

Long, M. 1996: The role of the linguistic environment in second language acquisition . In W.

Ritchie and T. Bhatia (eds), Handbook of Second Language Acquisition. San Diego:

Academic Press , 413 68.

.