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STORYTELLING & STORY-READING: A WAY TO ENHANCE EFL STUDENTS‟ LITERACIES

María Ximena Rivera Pinzón

Universidad Distrital Francisco José de Caldas

School of Science and Education

Master in Applied Linguistics to the Teaching of English

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STORYTELLING & STORY-READING: A WAY TO ENHANCE EFL STUDENTS‟ LITERACIES

María Ximena Rivera Pinzón

Thesis Director Esperanza Vera Rodríguez M.Sc.

“A thesis submitted as a requirement to obtain the degree of M.A. in Applied Linguistics to the Teaching of English”

Universidad Distrital Francisco José de Caldas

School of Science and Education

Master in Applied Linguistics to the Teaching of English

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Note of acceptance

Thesis Director _____________________________________

Juror: _____________________________________

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Acuerdo 19 de 1988 del Consejo Superior Universitario

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Dedication

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Acknowledgements

When finalizing this academic stage, I must express my deep gratitude to many people who supported me and believed in my skills to get this project off the ground. I would first like to thank God because He has set wonderful people around me and has given me such an important opportunity in my life. I also want to acknowledge my mother for her unconditional support, which softened the burden and loads so that I could focus on the Academy. To my beloved husband for his love, patience, and understanding even in stressful and tiring moments. To my sister and friend who always trusted me and raised me up when I needed it the most. To my beautiful little daughter who, being very young, understood the great importance of making this dream come true and provided me some of the time that we should have spent together.

I greatly want to thank my thesis advisor professor Esperanza Vera, for her everlasting patience and for having shared her knowledge and pedagogy with me. In that way, I was able to improve my professional practice and become a better teacher.

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Abstract

The present qualitative action research study was conducted to describe the effects of storytelling and story reading on the improvement of reading comprehension and written production of eighth grade students of a public school located in Venecia neighborhood. Students were reluctant to participate in class due to lack of vocabulary, the monotony of the lessons, and lack of meaningful activities. In the pedagogical intervention, three stories were used, and students were involved in teacher‟s storytelling and story reading activities. The instruments used for collecting data were students‟ artifacts, field notes from class observation, transcription of audio recordings, and a survey. For the purpose of data analysis, the grounded theory was used as a means to describe and analyze students‟ comprehension of the stories told and read and their written production when they responded to story comprehension activities in groups.

Findings suggest that group story reading may have a significant positive effect on learners‟ reading comprehension. In addition, both storytelling and story reading enhance students‟ creativity, as well as their English language written production.

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Table of contents

Chapter 1. Introduction...9

Statement of the Problem ………..10

Research Question………...11

Research Objectives………...………....11

Justification……….11

Chapter 2. Literature Review……….……….………...14

Theoretical framework ………..15

Storytelling and Story Reading………...………...15

Literacy……….………..17

Background to the study……….19

Conclusions………22

Chapter 3. Research Design………....24

Research Paradigm………24

Research Approach………25

Research Type………25

Setting………26

Participants……….27

Sampling………...……….28

Role of Research ………..……….28

Data Collection Instruments………...29

Field Notes……….……….29

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Audio Recordings………..………...……….….31

Survey……….…31

Chapter 4. Instructional Design……….……….…………....33

Vision of Curriculum………..33

Vision of Language………..………..34

Vision of Learning………..………....35

The role of affection………...………35

Experiential Learning………...………..36

Vision of Classroom………...37

The communicative classroom………...37

Pedagogical Intervention………37

Chapter 5. Data Analysis…………..……….41

Procedures for Data Analysis……….42

Categories of Analysis………45

Storytelling and story reading enhance reading comprehension and English learning………...45

Learning vocabulary through pictures, teacher‟s body language, and storytelling……….………..………...45

Understanding stories and learning English language through negotiation and strategy use.……….……….49

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Storytelling and story reading help most of the students write their own

productions………..……..……….61

Negotiating during the process of group story writing…….…………..…61

Expressing emotions and creativity………....65

Chapter 6. Conclusions and Pedagogical Implications………...……..…69

References ……….……73

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List of Tables

Table 1. Curricular platform 2014-2015 ……….39

List of Figures

Figure 1. Categories and subcategories……….44 Figure 2. Pre-reading activity, learning new vocabulary. The Selfish Giant Story

……….…….46

Figure 3. Transcription 1, March 12th. Story “Ali and the Magic Carpet” ………...…….47

Figure 4. Description of characters in the story “The Selfish Giant”……….……….…………...48

Figure 5. Students‟ story using expressions and vocabulary from the original story……..…….49 Figure 6. Survey 1, Group 7...………..……….50 Figure 7. Transcription6_june18th_lesson2_story2_group2………....51 Figure 8. Reconstructing the story, transcription 5_may21st_lesson2_story2_group1………....53 Figure 9. Using pictures to identify and learn new vocabulary.………...54 Figure 10. Using pictures to remember vocabulary ……….……….55 Figure 11. The selfish giant, using pictures to predict……….56 Figure 12. Madagascar, using pictures to verify the information. Using pictures to construct a

part of a story.………..…….57

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Figure 14. Story chart information. Row 1_artifact1_lessonplan3_Madagascar………..59

Figure 15. Madagascar, example of pre- reading activity……….62

Figure 16. Observation 3. Story 1. Negotiate in order to construct a story………63

Figure 17. Students‟ own story………..64

Figure 18. Reconstructing the story……….65

Figure 19. Story based on students‟ creativity………..66

Figure 20. Students‟ story following a pre-writing activity………..67

List of Appendices Appendix A Grocery store and commercial small shops around the school……….79

Appendix B. Survey format………..80

Appendix C. Survey results ………...………...81

Appendix D. Diagnostic test………..82

Appendix E. Speaking part transcription ……….84

Appendix F. Field Notes Format………87

Appendix G. Transcription Format………...88

Appendix H. Consent Form………...89

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Chapter 1 Introduction

Stories have been a part of humanity for many years; therefore, they are a universal cultural practice (Ellis & Brewster, 1991). Since we were children, we have heard or told a story. In fact, many stories have been used as life examples because they teach us something about life, give us a moral message or show us a life lesson. Stories, both as oral narration or printed text in a book, have been a company of many children‟s lives. In schools, teachers use stories as a part of the learning process. As Groce (2004) affirms, reading improvement, increased students‟ comprehension, and vocabulary development have been linked to the

integration of classroom stories. The literacy benefits of storytelling and story-reading have been researched in different contexts (Miller & Pennycuff, 2008), and it was the teaching strategy explored in the current study.

This research study was carried out with eight grade students of the afternoon shift at Venecia School IED. This institution is located in the South of Bogota in zone six (Tunjuelito). Students are between twelve and fifteen years old. Most of them live in neighborhoods around the school and belong to socioeconomic strata one to three. This public school has an emphasis on computer science and technology and its curriculum is framed within a socio critical

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The needs analysis to identify the problem to address in this research study was carried out in 2013 with a group of sixth graders (604), who are now in eigth grade (804). I used three instruments for the initial analysis: First, a class observation in order to identify students‟ environment and behavior during an English class; second, a survey aimed at recognizing students‟ preferences in relation to storytelling and finally, a diagnostic test that allowed me to identify students‟ strengths and weaknesses in regards to their communicative skills in English.

From the observation, I could deduce that students avoid to participate in class because of lack of vocabulary or they feel insecure to express their opinion. Regarding the diagnostic test results, I could draw the following conclusions in regards to students‟ EFL skills. The first one was that when students previously know the vocabulary used in the story, it is easier for them to understand it or to participate in the activities than when they do not know many words. The amount of vocabulary is important and relevant for them to participate in class. Second, they feel more comfortable when they are doing writing activities than speaking ones. And finally, the listening skill is one of the most difficult skills for them. They prefer reading than listening to stories.

Statement of the Problem

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English, the monotony of the lessons or lack of meaningful activities, and the poor level

evidenced in students‟ reading and writing skills and comprehension are the problems that could be determined. Teachers of English at Venecia School generally recognize the importance of developing literacies in class. However, not all the activities that we propose in class focus on students‟ literacies. That is why the present research study looks into the development of

student‟s literacies in the English class through the use of storytelling, story reading, and written activities related to the stories heard and read. In addition, this study describes the uses of storytelling and story reading in learning English and enhancing reading comprehension, oral expression, writing creation, and the integration of students‟ interest and motivation in class. Hence, I posed the following research question and research objectives:

Research Question

To what extent may storytelling and story reading enhance eighth grade students‟ EFL literacies?

Research Objectives

1. To describe and analyze students‟ comprehension of the stories told.

2. To describe and analyze written production when responding to story comprehension activities in groups.

Justification

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integration of storytelling and story reading. At this point, it is important to clarify that even though this research study initially sought to enhance the four communicative skills while students were practicing their listening skills through storytelling, there was a need to focus on reading, reading comprehension and finally, written production through the use of stories.

This research study was conducted to support eighth grade students‟ English learning in Venecia School. Besides, this study could support the future bilingual project in School, which is the next project in which our institution will be involved. Most likely, new methodological strategies will be required to teach English in our school that could help improve English teachers‟ teaching processes.

Regarding this issue, it is important to notice that teachers across countries have experienced difficulties in EFL teaching. For instance, Fojkar, Skela, & Kovac (2013) affirm that Primary English teachers in Slovenia have had problems to teach English as a foreign language to students because the methodologies used were not appropriate. However, those teachers proposed to use narratives in order to create ideal language learning conditions in class with the purpose of improving L2, social relationships, and to enhance the learning of grammar and vocabulary. The study reveals that teachers used narratives as a methodology to teach English as a foreing language. However, they preferred reading stories rather than telling them, because the latter needs more preparation, good storytelling techniques, and performing skills.

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storytelling and group storysinging. Even though both demonstrated that students improved their attitudes towards learning English, storytelling brought a more representative improvement in reading comprehension.

Also, authors such as Malderez (2010) and Atta-Alla (2012) emphasize on the importance of telling stories and children‟s literature as a tool in second language. They remark the uses of storytelling as a medium to integrate communicative skills and activities that afford the

collaborative work, encourage student‟s imagination, develop language skills, improve listening comprehension, increase vocabulary, enrich students‟ writing skills and improve social

interactions.

This chapter described the problem that generated the research question, the research objectives, and the justification. Chapter two depicts the theoretical framework that was used to support this research study. Then, in chapter three the research design will be presented, as well as the data collection instruments. After that, chapter four explains the elements of the

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Chapter 2

Literature Review

Life itself is the most wonderful fairytale of all.

—Hans Christian Andersen

Throughout this chapter, the theoretical concepts that entail the development of this project are introduced. Those concepts focus on storytelling and story reading as strategies to enhance students‟ literacies and the concept of literacy. Dujmovic (2006) asserts that storytelling promotes language learning, motivation, that and it is an original way of teaching. On the other hand, Isbell, Sobol; Lindauer & Lowrance (2004) affirm that story reading is a twofold process that enhances students‟ language acquisition and literacy.

First, I am going to discuss different contributions from local, national, and international studies on storytelling and story reading to evidence the benefits in teaching English. Next, I am going to quote some previous research studies done around the uses and the effectiveness of storytelling and story reading asteaching methods.

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Theoretical framework

In this section I present literature from theoretical and research sources that support storytelling, story reading and literacy as key concepts.

Storytelling and Story Reading. From the results found in some studies such as Al-Mansour (2011), Atta-Alla (2012), Gallets (2005), Isbell, Sobol, Lindauer & Lowrance (2004), Dujmovic, Uciteljska, Pula (2006), Malderez (2010), Uchiyama (2011) and other teachers and researchers, have determined that storytelling is a strategy to develop and motivate language skills. Through narratives, human beings play an active role in constructing their own lives (Mead, 1977) and storytelling is going to be the path to explore and print students‟ experiences. Dujmovic (2006) asserts that “the children‟s own environment –themselves, family,

neighborhood, and school- are, of course, good sources of thematic units, but in addition to these, nursery rhymes and children‟s literature offer a natural and interesting medium for language acquisition” (p. 77). In my opinion, there is not better motivation for students than taking into account their reality, their own problems, life experiences, and their own context, which can be turned into stories that engage them to learn and express themselves at the same time. As it is proposed by Cary (1998) contextualized storytelling is an instructional approach to help ESL learners improve their acquisition of English.

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Taylor & Kamen (2004) assert that the use of storytelling with young children supports early literacy development and expands the creative literacy potential in young children. Thus, we can see storytelling as a traditional oral practice and as a pedagogical method.

Dujmovic, Uciteljsk & Pula (2006) argue that storytelling is the main historical form of teaching. This statement applies to several different areas. Ellis (1997) explains that storytelling “is the embodiment of whole language pedagogy” and that it provides “opportunity for

cooperative learning and building social skills.” (p. 21).

Madhawa, Mohd & Hong (2013) claim that the storytelling method is closely related to the cognitive and moral development of children. Children have a natural interest in listening, reading and understanding stories. In his research Al-Mansour (2010) asserts that “through reading, one can teach writing, speaking, vocabulary items, grammar, spelling and other language aspects.” (p. 71).

Concerning story reading, there are also research studies that confirm the contribution of story reading in second language learning. Authors such as Gallets (2005) asserts that reading helps students to develop comprenhension abilities. Isbell, Sobol, Lindauer & Lowrance (2004) affirm “Children who are frequently exposed to storybooks reading are more likely to use complex sentences, have increased literal and inferential comprehension skills” (p.158). The use of illustration is also a way to engage learners to read and it is a strategy to connect the text and the illustrations and helps the reading to be easier and understandable.

Additionally, book reading fosters the development of language and literacy

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literacy process, reading fosters students‟ oral and written production. In his research study, Alvarez (2005) affirms that students who are exposed to reading aloud activities increase their learning process of L2 with regard to speaking, pronunciation, writing, listening, grammar, and vocabulary.

Story reading is also an opportunity to promote communication and discussion in class. Isbell, Sobol, Lindauer & Lowrance (2004) claim that the text and illustration in a story book encourage young learners in discussion and stimulate participation by sharing and arguing points of views.

On the other hand, when a book is read aloud, it allows the development of listening skills in learners, as well as fostering attention and imagination. Listening repeatedly to words helps to improve pronunciation, even when the meaning of the word is unknown, due to the fact that students can listen to, compare and assimilate the sounds of words.

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Palacios, Mena & Chapetón (2014) assert, literacy is focused on language in use, how people use language with others in context.

Cope & Kalantzis (2009) affirm, “Literacy needs much more than the traditional basics of reading and writing the national language” (p. 6). According to this, Literacy entails more than reading or writing, this implies knowing the world and using all the alternatives and tools that it offers, such as the Internet, visual images and audio tools, gestures, social behavior, and cultural practices. Besides, they propose the concept of a pedagogy of Multiliteracies whose main objective is to create the appropriate environment in which the subject can mediate and interact with others to shape a common interest. For example, constructing a story in collaboration with others .

For Andrews (2005) literacy can have two connotations. First, the ability of reading and writing, which is the basic definition of literacy. And the second one, a broader connotation is the ability of interacting in a social and cultural context. In the case of this research project, the context is the classroom and the interaction is given around the storytelling activities and the motivation that they raise in students.

Baynham (1995) proposes different aspects to consider in order to understand literacy in use such as the social context, situated interaction, acquisition processes, readers and writers‟ participation, text production and interpretation , ideologies, texts, media, and discourses. It is an opportunity to interact in class by sharing life experiences in order to construct knowledge, which in this case, is represented through text production and understandig reading.

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was viewed as an autonomous set of skills, which refers to a group of cognitive skills mainly reading and writing “that are independent of the context in which they are acquired and the background of the person who acquired them” (p. 149). Second, literacy regarded as applied, practiced, and situated, initially assumed that “literacy could be as a universal set of skills (applicable everywhere)” (p. 151) that must be developed in the same manner in different social contexts. Afterwards, with the New Literacy Studies, it was acknowledged that reading may not only mean the decoding and understanding of words, but also the interpretation of signs,

symbols, pictures and sounds, which vary by social context (Cope and Kalantzis, 2000). Third, Literacy is considered as a learning process which recognizes the importance of individual experience as a central support for learning, and which recognizes the importance of integrating active learning within socio-cultural settings. Finally, the last approach is Literacy as text that is focused on the analysis of the text from a socio-linguistic perspective. According to this last approach, we should not just talk about literacy but multiliteracies.

Keeping in mind the aforementioned, this research study is framed in a practical perspective where the participants listen to, read and interpret the stories with the different resources such as pictures and videos. And as I cited before, participants can interact among themselves and finally, print their ideas in written productions.

Background to the study

In my personal experience, since we are children our parents, tell us stories or read them to us. Some stories are about fairy tales, others are about parents‟ life experiences, or

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used for generations and they reassert the power of the word. He claims that “storytelling began with the advent of civilization” (p. 72). For this reason, stories are not just for children; people of all ages can share or enjoy stories.

There are many research studies conducted to ascertain the effects of storytelling in learning and teaching second languages. Al-Mansour (2010) investigated the effects of aloud storytelling on the reading comprehension of two groups, one group was controlled and the other was experimental. The experimental group was exposed to aloud storytelling and demonstrated that students achieved better understanding through this method than through the traditional one. Some of the achievements were in regards to better reading comprehension, increase of

vocabulary, and enhancement of communicative skills. Furthermore, Atta-Alla (2012) in his research affirms that by using storytelling in ESL and in EFL, teachers can enhance English language learners‟ abilities in order to acquire and integrate the four language skills: listening, speaking, reading, and writing in a proficient way.

Similarly, other studies in our country confirm the effectiveness of using stories and reading stories in English teaching. Diaz, Rodriguez & Triana (2000) worked on a method that integrated the four language skills and encouraged students in a private school of Bogotá to practice meaningful sentences using story books. The results showed significant progress in the use of English. Students understood stories and they were able to write a short report about a story or tell the story. Castro (2002) also affirms in her study that stories not just improve students‟ vocabulary, but also strengthen their self-confidence and develop social values, due to the fact that stories allow us to work with emotional and social aspects. In the same sense, Malderez (2010) states that exposing students to stories in their target language has two

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students in the use of a target language and finally to initiate a learning process where the language is meaningfully used.

Isbell, Sobol, Lindauer & Lowrance (2004) argue that through storytelling children can improve the development of language and increase story comprehension. They conducted a study to analyze if children are more efficient on comprehension and if they acquire more vocabulary through heard than read stories. Through their research, the authors found the influence of story reading and storytelling on language development. They argue that using storybooks in storytelling increases language learning in children. The benefits of this method are to increase students‟ vocabulary, language acquisition, and literacy. It also promotes communication skills in children. The authors claim that when children are exposed to reading aloud, they improve their listening and speaking abilities.

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determine that storytelling is a complete method that allows the development of all language abilities.

As I mentioned in chapter one, eighth grade students at Venecia School do not have as much vocabulary as they need to understand a text in English or produce one. Because of that, they feel frustrated or bored when they read or write. Another big difficulty these students have is the low ability to understand what they read or listen to. The results presented in the Pruebas Saber show students‟ low comprehension in Spanish as well as in English,As storytelling may allow students to learn vocabulary in context and use the language in meaningful ways while enjoying learning, the study used this methodology to foster reading and story comprehension processes in EFL.

Conclusions

Through the reading of research studies on the use of stories in language learning and literacy theories, the idea of re-telling stories using drawings and written language is a manner to express what learners can understand. Storytelling allows interaction and through listening to classmates, students may learn as well as improve their own work. Also by using storytelling students may demonstrate and show progress in comprehension, story recall, and arranging events in the correct order. They may also improve in their ability to transfer information and use non-verbal language. Another benefit of using storytelling in teaching and learning a second language is that students have the chance to hear and produce in the target language, first in a guided way with practical activities and afterwards, in their own manner.

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language, physical responses, and other tools to engage students in understanding stories.

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Chapter 3 Research Design

This chapter presents the research methodology that supports the study. It includes the research type, a description of the setting, the participants, the researcher‟s role, and the data collection instruments that were used during the pedagogical intervention.

Research Paradigm

This research project is framed within the Constructivism, which conceives knowledge is constructed from multiple or individual realities. According to Hatch (2004) there is not an absolute reality; constructivists assert that through individual experiences, multiple realities are constructed. Each student comes with his/her own experience of the world and builds meaning together. From that point, the participants involved in this study make their own interpretation of reality, but especially interpret the stories that were told by the storyteller and connected them with their context. Gubrrium and Holstein “Storytellers are first interpreters of the stories they tell. It is through their construction of their realities, and the stories, they know about those realities, that we as researchers, learn what we want from them” (p.124).

Hatch (2004) asserts “researchers and the participants in their studies are joined together in the process of coconstruction” (p.15). In the storytelling method, interaction between teacher-researcher and participants is worth in order to construct knowledge. The teacher‟s role implies to be connected to the participants in order to engage them to participate in an active way in the learning process and to construct their knowledge together.

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According to Creswell (2003) the teacher-researcher pretends to interpret the meaning that students have of the world. It is not an imposed knowledge; it is the result of the construction students make of classroom knowledge by using a story.

Research Approach

The research approach used in this study is a qualitative approach. Creswell (2007) presents some aspects that we must take into account in this type of research. For instance, the natural setting in which the researchers collect the data, the instruments that can be used, such as the observation of participant‟s behavior, interviews, and students‟ artifacts among others.

Therefore, this research study is clearly qualitative because the observations were in the classroom where the participants could act in a natural way, interact with their classmates, and the storyteller was the teacher researcher. According to Creswell (2003) “a qualitative approach is one in which the inquirer often makes knowledge claims based primarily on constructivist perspectives” (p. 18). Hence, it allows to construct multiple realities from students‟ experiences and also use students‟ narratives in order to express themselves and to interact in the group.

Research Type

This action research study was planned, reviewed, and evaluated in order to improve student‟s literacies in EFL through the use of storytelling and story reading. Along the

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strengths and weaknesses of the research, and at the same time looking for strategies to improve and refine it.

After implementing each lesson plan, the researcher must evaluate aspects of the

pedagogical and research process that can be improved. This is a systematic process that allows planning, acting, observing, reflecting; and then evaluating, refining and improving the following cycle until the end of the process. In the planning step, I defined the story students were going to read as well as the pre, while and post reading activities that most fitted within the story. For instance, the first story was “Ali and the Magic Carpet,” aspects such as vocabulary, easy grammar structures, extension, and easy understanding were taken into account. After that, I started to propose motivating activities in order to encourage students to pay attention to the storyteller and then to read the story. Besides, a video and a Power Point presentation were used to make the story understandable.

In the acting part, all the activities proposed in the lesson plan were developed. However, sometimes the order or the time were adjusted and modified to the rhythm of the students. At the same time of acting, observations were done in order to take field notes and later examine and analyze the effectiveness of the planned class. Afterwards, the reflection phase began based on the field notes taken from the observation. Advantage and disadvantages of the planning were analyzed in order to evaluate the process and propose new strategies that could contribute to the planning of the following lesson plan or in the selection of the following story.

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procedure had had better results in the students‟ learning process and considered possible changes to be able to improve the results.

One of the instruments I used to evaluate the usefulness of the process was the students‟ survey . After finishing each story, I applied a survey where I could see my students‟ point of view regarding the implementation of activities and the reading of the story. This allowed me to evaluate and examine the procedure I had planned, not just in the activities proposed, but also in the way the story was presented and understood by the students. Besides, it was possible to improve and change the following lessons in the other stories, keeping in mind the students‟ opinions and evaluation, and also to determine if the activities proposed were addressed to answer the research question.

Setting

This research study was carried out in the afternoon shift of Venecia School IED. This institution is located in the South of Bogota in Zone Six (Tunjuelito). Venecia is a public school located in the neighborhood that has the same name (Venecia). The neighborhood was built 50 or 60 years ago. It has changed throughout the years. At the beginning, Venecia was intended to be a residential area. However, because of the growth and denseness, one part of the

neighborhood turned into shopping centers in order to create job opportunities, and night bars. The neighborhood‟s socialeconomical strata is between one and three. However, the school is classified in social strata three.

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for many years; the building is new and it has technological resources such as computers, video-beams, and eventually we can count on the internet service in some classrooms.

The main work activity of parents is sales. There is a big number of parents who work in shops as employees; also there are others who have their own grocery stores or small shops. Appendix A shows some pictures of commercial shops whose ownwers are students‟ parents.

Participants

The research study was conducted with a group of thirty six eighth grade students. Their ages range from twelve to sixteen years old. There are twenty boys and sixteen girls. Even though all the activities were implemented with the whole group, the sample used for the data collection was twenty students, ten boys and ten girls who have been a part of the group since sixth grade, that is when the project began. A big part of them live with their parents in Venecia or neighborhoods around the school such as Rincon de Venecia, La Isla del Sol, Nuevo Muzu, San Andres, Fatima and Delicias. Students of 804 are talkative, spontaneous and respectful. They usually express what they think or feel using arguments in order to defend their own point of view.

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Sampling

According to Ritchie, Lewis and Ellam (2003) a purposive sample is used when the researcher chooses the sample with a specific purpose. That sample must have similar characteristics and it must contain the diversity needed in order to represent a big group. Therefore, in this research study purposive sampling was used. As I mentioned before, this research study was carried out with twenty teenage students. Thanks to the time I spent with them, I determined they shared some similar characteristics about their age, their contexts, some of their likes, dislikes, and the level of English defined by their results in the area. Students of group 804 had similar

characteristics in regards to age and behavior features. Besides, it is the group which is more stable in terms of permanence in school in this grade. Taking into account the previous

characteristics, this research study also used a typical case sampling. Patton (2002) asserts that in this kind of sampling “cases which characterize positions that are „normal‟ or „average‟ are selected to provide detailed profiling” (p.81). Additionally, in this type of sampling, the researcher must have previous knowledge about the participants, which is the case of this sampling.

Researcher’s Role The researcher‟s role was that of a participant observer in this research study. There are

three main reasons to have selected that specific role. First, the researcher is always located in the place where the research study is developed, which in this case is in an EFL classroom. Guest, Namey, and Mitchell (2013) state that a participant observation should be embedded in the place where events are happening. This allows the researcher to know in depth the

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participants‟ experiences as well as understanding their behavior in a particular context. Finally, Guest, Namey, and Mitchell (2013) assert that “one reason for doing participant observation is that many aspects of some social milieus are only visible to insiders” (p.79). It means the researcher is aware of the social environment and the participants‟ contexts; in this case, group 804 in Venecia‟s neighborhood.

Data Collection Instruments

The instruments that I used in this research study in order to collect data were: field notes based on classroom observations, students‟ artifacts, transcription based on an audio recordings of students‟ interaction in groups while they participated in the intervention, and a survey provided at the end of each workshop with a story.

Field notes. The first data collection instrument that I used was the field notes that were taken from the class observations. According to Yin (2001), observation is a significant data collection instrument that allows the researchers to see and be aware by themselves without using other sources to filter the information. All the information that the researcher considered to be valuable for the research study was written down and organized in the field notes. This collection was taken from the observation in class, supported, and complemented with video recordings of the sessions in order to have the details of the most important issues to contribute to answer the research question.

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In order to take notes from the observation in situ and from the video recordings, I used a field note format to organize the information I considered was important. The field notes format was designed keeping in mind the research objectives that I proposed in this research study. Based on that, Appendix E illustrates the initial format of the field notes.

Students’ artifacts. The second instrument used in this research study was the students‟ artifacts. Hendricks (2005) identifies three types of artifacts to answer research questions, according to the study focus: these artifacts are student-generated artifacts, teacher-generated artifacts or archived artifacts. In this research study I used student-generated artifacts in order to appraise students‟ achievements in terms of story comprehension and writing. The information I gathered with this instrument was related to the activities students did in their classes in relation to the stories the teacher used. These artifacts were the written production that students did after listening to the stories such as written workshops, and the stories that students created based on a first story, posters, presentations or any other kind of artifact created in class. There were

different kinds of activities in each lesson plan.

Another kind of artifact was the worksheets solved by the students. These were planned as a part of the lesson plan. They were divided into three parts: pre-, while and post reading activities. All of these activities were addressed to involve and engage students in the stories.

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throughout interaction in the classroom, when they expressed themselves and shared within themselves in working groups.

In order to analyze the information collected through audiotapes, I used transcriptions of relevant parts of students‟ oral participation in the groups they worked with. Appendix F illustrates the transcription format used to do the transcription of some of the students‟ oral interventions. Before starting the data collection process, it was necessary to design consent forms to legalize student‟s participation in this research study. Appendix G shows the consent form that parents filled out to allow their children to participate in this project.

Survey. The last instrument I used, was a survey at the end of each story. Cohen and Manion, (1994) claim that one of the purpose of a survey is to gather data in a specific moment in order to describe the nature of existing conditions and identifying patterns to determine relations in the contexts. Besides, they affirm that descriptive, inferential, and explanatory information is provided from a survey. I applied a survey at the end of each story as a way to have students‟ insights about the story, the activities developed, difficulties, and suggestions to improve the following step in the research study. The last survey gathered general information of the whole process.

The surveys presented were divided into three parts. The first parts asked for literal information from the story, characters, places, topics, etc. The second part addressed their reading, comprehension, and writing process. And the last part, showed the students‟ point of view in regards to the activities, group work and the strategies used by them along the story read and heard; and the difficulties they had throughout the process.

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Chapter 4 Instructional Design

As it was mentioned in chapter 1, the research presented here is targeted at describing and analyzing the effects of storytelling and story reading in developing student‟s literacies. This chapter presents the visions of curriculum, language, learning, and classroom that the

instructional design focused on. The teaching approach, the curricular unit, and the lessons that were implemented are also included.

Vision of Curriculum

According to Grundy (1998) the curriculum is a social construction, it is not a concept. At school, the curriculum is built taking into account the school‟s culture and social

environment. In the three human interest theory, Groundy proposes three interests: technical, Praxis and emancipate. In the case of my research, it had to be focused on a practical interest where students would be able to interact among themselves and build learning, in short, one in which Praxis was the most importan aspect to take into consideration. The teacher‟s concern is learning, not just teaching. The curriculum content should encourage the construction of meaning and knowledge.

The vision of curriculum will also be focused on a Backward Design. It follows the processes proposed by Richards (2013) namely diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, and determination of what to evaluate, in order to determine what kind of method this project would use.

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the kind of approach I was going to focus on. Besides, it was necessary to apply a diagnostic test in order to identify students‟ strengths and weaknesses in EFL. For collecting data in the needs analysis, I used a survey which focused on the students‟ preferences in regards to the kind of stories they liked, as well as the way they liked to make the stories known.

According to Ellis and Brewster (1991), storytelling enables the development of the four communicative skills. Stories can be used to reinforce conceptual development in kids; besides, they are a means of developing learning to learn: reinforcing thinking and training strategies for learning English. Students must read or listen to a story, after that, they may be able to speak about it and share with their classmates.

Vision of Language

As one of the objectives of this research is to identify students‟ interests and experience through the use of storytelling, the vision of language I followed was language as a

self-expression. According to Tudor (2001), “language is viewed as self-expression, learning goals are defined by what the learner wishes to express, and this means that each learner has his or her own unique and personal learning agenda” (p.65). Students will have the possibility to share stories and express their feelings, emotions, and interact among themselves about issues that they are interested in. Teachers and researchers have determined storytelling as a strategy to develop and enhance students‟ literacy. Through narratives, human beings play an active role in

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taking into account their reality, their own problems, their life experiences and their own context, all of which can be turned into stories that engage them in learning and in expressing themselves at the same time.

One of the purposes of using storytelling is to express feelings and experiences. Groce (2004) affirms that storytelling has a long tradition of orally communicating ideas, beliefs, personal stories and life-lessons. Using students‟ previous knowledge and the new worlds that stories open up for them, they may be able to connect what they learnt in class with what they have lived and enrich their own writings. In this way, the communication they hold will be real and meaningful because it is framed in a known context for them.

Vision of Learning

Conforming with the purpose of my research study, this can be addressed in two visions of learning. The first one is the role of affect and the second vision is experiential learning.

The role of affect. Tudor (2001) affirms that “students are individuals whose interaction with learning activities is influenced by a variety of cognitive, psychological, and experiential

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themselves, as well as they felt more confident to express their ideas in spite of their mistakes, and as a consequence increase motivation towards reading and learning English.

Atta-Alla (2012) affirms in his research study that storytelling is a medium to integrate the four communicative skills in activities that encourage collaborative work and student‟s imagination, develop language skills, improve listening comprehension, increase vocabulary, enrich students‟ writing skills, and improve social interaction. One extra advantage that story telling could promote in class is social interaction, not just social relationships through

collaborative work, but self-confidence represented in motivation and participation. Madhawa Nair, Mohd & Hong, (2014) found that the experimental group was more interested in learning through telling stories, because this method stimulated students and increased their motivation. As storytelling fosters student‟s literacies and written production, a humanistic approach must be taken into account in order to promote student‟s creativity and imagination, as well as their social relationships in class; this may be achieved thanks to the proposed activities where students are expected to participate and interact with their classmates depending on the tasks.

Experiential learning. This study can also be framed in experiential learning from the point that students are exposed to the language with a communicative purpose, where language is significant for them. Students will use the target language in order to make meaning of the stories told, communicate using their experiences and at the same time, learn English in real communication processes.

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 Communicate student‟s personal interest, affective issues or creativity.

 Language use in real contexts.

 Collaborative work is also fostered in storytelling when students share information and build their productions together in order to show their creativity and with communicative purposes.

Vision of Classroom

The communicative classroom. My class is usually an oriented classroom , in the sense that students are always under the supervision and guidance of the teacher (Tudor 2001). In general, students work in pairs or in groups. All the classes are organized according to the plan the teacher has done. Nevertheless, in regards to the pedagogical intervention, the vision of the classroom must be framed into the communicative classroom. According to Tudor (2001), a communicative classroom is one in which students can connect what they learn in class and what they live in the “real world.” This classroom is a place for communication that allows

interaction among participants.

From that point, students‟ interaction is noteworthy in this research study, when they share family information and stories, exchange knowledge with their classmates, and strengthen social relationships. Even though the tasks are oriented by the teacher, the students‟ role is essential in the development of the tasks. The integration of all these visions will be embraced in the design of the pedagogical intervention that is described below.

Pedagogical Intervention

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per week, when the school timetable was not modified; there were eighteen sessions all together. Not all the stories took the same time to be developed. The first story Ali and the Magic Carpet, took less time because it was the shortest and Madagascar and The Selfish Giant took more sessions because of the complexity and the length of the story.

In the three stories I used the same strategy: pre, while, and post reading or telling the story. However, the activities changed for each story, taking into account relevant aspects of the story, for example, the complexity, the length, the vocabulary, the purpose and the issue being dealt with in the story, among others.

The pre-reading activities were used in order to elicit students‟ prior knowledge and establish connections with what they already knew. Besides, new vocabulary was presented and explained to students to make them familiar with the story and help them to predict what the story was about. While-activities were used in order for students to interact with the story and verify if they were understanding the story. For example, if they recognized the characters, the places, the topic or if they could find a particular issue in the story. In this part, students‟ participation, interaction, and connection with the story was important. The post-reading activities looked into how students incorporated what they understood from the story and how they could create their own productions using the knowledge they built out of the story,

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STORY TOPIC OBJECTIVES DATE GENERAL

ACTIVITY ACTIVITIES SPECIFIC INSTRUMENTS DATA

ALI AND THE MAGIC CARPET Sharing adventures To introduce students into the world of the story.

To create a new story based on a story told and read.

March

1st week

LESSON PLAN 1

Before Reading Activity.

1. Identifying and learning new vocabulary about the weather and the seasons. 2. Working with synonyms.

Field notes based on observation. (Video recordings)

March

2nd week

LESSON PLAN 1 After reading activity. Group presentations.

1.Asking for/

verifying

information about the story, using Yes/No questions.

2.Organizing the

events that happened in the story..

Field notes (video recorded)

March 3rd and 4th

weeks LESSON PLAN 2 After reading activity. Group presentations.

1. King for

knowing students‟ opinion. 2.Reading students‟ own written productions.

1. 3. Resenting their

story using pictures. Students‟ artifacts Video recording (field notes) Transcription of group work. Survey MADA- GASCAR

Helping others To identify events where values such as friendship and loyalty can be expressed.

To identify the parts of a story, causes and consequences.

To compare a story heard and read with a story in a movie.

April 1st and 2nd

weeks

Lesson Plan No. 2 Chapter 1

1.Using previous

knowledge to introduce the story.

2.Identifying

true information from the story.

3.Giving

opinions.

Field notes based on observation. (video recordings)

tion of group work

Friendship July

3rd and 4th

weeks

Lesson Plan No.3

Chapter 2 and Chapter 3

4. Predicting the

following events.

5.Reconstructing

the previous

events in the last

chapter.

6. Describing

people.

7.Comparing the

book and the movie.

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Table 1. Curricular platform 2014-2015

The chart describes the schedule and the organization used during the intervention. It also displays the name of the story, the topic dealt within the story, dates and lesson plan developed, and finally, the data collection instrument used for each activity. There were three general activities based on reading, pre, while, and post activities. These were carried out in the three stories. However, the specific tasks changed according to the story and its level of

difficulty. Those changes were based on the results got at the end of the first and second story and they were also modified keeping in mind students‟ opinions throughout the survey.

The following chapter will depict the data analysis done in this research study. Procedures of data analysis are described, as well as the categories and subcategories that emerged from the data gathered.

Loyalty August

1st, 2nd and 3rd

weeks THE SELFISH GIANT Selfishness. Loneliness

To predict and organize events in a story.

To identify the plot of a story and the part of a story.

To identify values and behaviors presented in the characters of a story.

September 1st,

2nd and 3rd weeks

Lesson Plan No. 4 Introduction and part of plot Of the story.

1.Predicting the

events in a story based on the pictures.

2.Scanning the

story.

3.Reading

pictures.

4.Identifying

true information from the story.

5.Giving

opinions about character‟s behavior.

Field notes based on observation. (video recordings)

Students‟ artifacts

Transcription based on group work

Solidarity, sharing, and happiness

October 2nd, 3rd and 4th

week.

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Chapter 5 Data Analysis

In this chapter, I report the results of the data analysis. As I mentioned in chapter 1, the purpose of this research study is to describe and analyze student‟s comprehension of the stories told and read, as well as the students‟ written productions when responding to written story comprehension activities in groups.

The pedagogical intervention was carried out with eighth grade students (804) in a public school. For this intervention I chose three stories: Ali and the Magic Carpet, Madagascar and

The selfish Gigant. To introduce the stories, I used story books, pictures, a video beam to show a Power Point presentation, guides, and videos. The procedures to work with the stories were divided into three phases, pre-while-post activities.

In order to gather data, I used three instruments, field notes based on the class observation, which were complemented with transcriptions of audio recordings, students‟

artifacts, and surveys which were administered at the end of each story. The results of this survey helped me to know how students constructed their own story in groups, as well as to identify some aspects that I had to change in the next story plan (Appendix H). Those results were somehow a part of the students‟ voices, it was a way to know their points of view in regards to the lessons. All this information allowed me to answer the research question: To what extent may storytelling and story reading enhance eighth grade students‟ EFL literacies?

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Procedures for Data Analysis

As the research approach used in this study is a qualitative approach, I used the grounded theory in order to analyze the collected data. The procedures that I used to organize the data were coding and grouping the codes to find common patterns to propose precategories,

displaying data to group it and reduce it as to obtain the most representative categories (Freeman, 1998).

As mentioned in chapter four, for this intervention I used three stories, the first story was named “Ali and the Magic Carpet.” The second story was “Madagascar,” and the last one was “The Selfish Giant.” I started to collect data through classroom observation. To do this, I video taped the lessons in order to take a broader register. The observation was written down in a field note format, and they were organized by date. The field notes were complemented with details from the video recordings. The transcriptions were also organized according to the different groups created in class.

The artifacts were organized by the lesson plan number, the number of the activities, the group number or initial letters of the student‟s name, if the activity was individual

(lessonplan1_activity1_group2 or lessonplan1_activity2_sJ). Regarding the observations and the audio recordings, these were gathered in a field note format and in transcription format

correspondingly. The organization was similar to the one used in the artifacts

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reading and writing. On the other hand, the transcriptions described deeply and complemented the most relevant parts taken from the observation in order to answer the research question. In the case of the surveys, these were conducted at the end of each story, and the questions were planned based on each storytopic, the activities developed and the group work, except in the last survey which was planned to collect general information about the complete pedagogical

intervention. The results of these surveys were gathered in one document to be analyzed. After collecting and organizing the data, I read them and started proposing codes

(Freeman, 1998) that were connected to and addressed the research question. The most difficult part in this step was to identify the relevant information found in the data and to find the

appropriate name for the labels under the light of the research question.

Before grouping the codes, I organized all them into a chart which contained all the data collection instruments used, so as to identify the frequency in which the codes were found in those instruments as well as to observe the common bond of codes. After coding, the next step was grouping. Freeman (1998) asserts that“grouping involves reassembling the names you are giving to parts of data by collecting them into categories.” In this part, the codes with similar characteristics were grouped. Those groups were proposed after observing the relationships among the codes and identifying common patterns to determine possible categories.

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Figure 1. Categories and subcategories.

Keeping in mind the question that guides this research study, to what extent may storytelling and story reading enhance eight grade student’s EFL literacies?, and the results gathered from the data analysis and after the triangulation of those results, I can deduce: First, using storytelling and story reading enhances reading comprehension as well as English learning. Second, that storytelling and story reading help most of the students to write their own

productions. Using different kinds of strategies and tools that allow students to understand and enjoy stories and to write their own ones, the combination of these two teaching strategies transformed the students‟ English learning into a meaningful and enjoyable process for the participants, where their reading and writing processes were enhanced, as we will observe in the following sections.

To what extent may storytelling and story reading enhance eight grade students' EFL literacies?

Storytelling and story reading enhance reading comprehension

and English learning.

Learning vocabulary through pictures, teacher's body language,

and storytelling.

Understanding stories and learning the English language through negotiation and strategy use.

Developing literacies: Summarizing the stories read, expressing students' point of view, and representing ideas through drawings and creating their own

stories.

Storytelling and story reading help most of the students to write their

own productions.

Negotiating during the process of

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In the next section, I describe both categories and I support them with the sub categories that emerged and with some examples from the data collection instruments, especiallystudents‟ artifacts.

Categories of Analysis

Storytelling and story reading enhance reading comprehension and English learning. As I mentioned in chapter one, students in eighth grade in Venecia I.E.D., are interested in learning English; however, there are factors that do not allow them to be committed or engaged in their English learning process. Those factors are connected with the lack of vocabulary, monotonous lessons or lack of meaningful activities, primarily reading and written activities. As a

consequence of that, students‟ participation in the English class was limited, as well as their English learning progress . When I started analyzing the data, I observed that students had started using different strategies to try to understand the stories. Those strategies allowed them to become involved in the stories, as well as to recognize new vocabulary in general in their English learning process.

Analyzing the data gathered in the students‟ artifacts, ield notes, transcriptions and surveys, I could find that three subcategories came out from the data in order to support the first category; they are:

 Learning vocabulary through pictures, teacher‟s body language, and storytelling.

 Understanding stories and learning the English language through negotiation and strategy use.

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Learning vocabulary through pictures, teacher’s body language and storytelling.

Uchiyama (2011) in his studies argues that storytelling also contributes to increase the

vocabulary range as students are able to acquire new vocabulary by listening to stories. During this pedagogical implementation, students used new vocabulary and expressions that they had learnt from the stories. At the beginning, the new vocabulary was just used to understand the stories, but later on the new words were used in their productions and as a way to communicate among themselves and sometimes, with the teacher.

Figure 2. Pre-reading activity, learning new vocabulary. The Selfish Giant Story

The last example shows one of the ways used to learn new vocabulary during pre-reading activities. As the participants would find those words in the story “The Selfish Giant” and all of them were unknown to them, working with those words would prepare students for the

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Another aspect to take into account when the students increase their vocabulary, is class participation. Along this intervention students felt calm and safe to interact with each other and with the teacher. They not only participated more often, but they also tried to use the new words learnt and speak in English, even though their English language was not fluent. The following graphic illustrates a part of a transcription. It was a conversation between the teacher and some students. Student 1 wanted to interact in English, although at the beginning he could not speak in English, he participated in Spanish and said the words that he remembered in English. In spite of the lack of vocabulary, students did their best. They understood the teacher‟s questions and used the vocabulary learnt from the story, not only to undesrtand the story but also to write their own story.

Teacher:

Do you remember the story? Students:

Yes Teacher:

What does the story talk about? What is the topic of the story? Do you understand?

Student 1:

Ehhh.. en Ingles digo en inglés? Teacher:

If you can do it… do it in English if not do it in Spanish Try to do it in English

Student 1:

Ehhh… Ali.. Ali was tooo.(4 seconds pause) Teacher:

Ok, do it in Spanish Student 1:

Que Ali se subió en una alfombra mágica.. Teacher

How do you say alfombra in English? Student 1 and 2:

Carpet Teacher: Ok carpet

And how do you say alfombra magica? Student 3:

Magic carpet Student 1:

Y fue a diferentes lugares del planeta T: what places did Ali visit?

S1: sur Pole

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Figure 3. Transcription 1, March 12th. Story “Ali and the Magic Carpet”

I observed that students used the new vocabulary in their reading activities and when they wrote their own texts. According to Ellis & Brewster (1991), listening to stories allows introducing new vocabulary and structures by exposing children to varied language. Then, when students listen to and read a story, the new vocabulary begins to become part of their language and they use it to communicate with others.

Figure 4. Description of characters in the story “The Selfish Giant.”

Figure 4 shows how some students took words from the story to describe characters or places mentioned in it. In this case, students connected what they heard and read from the story with the topics that they had to describe.

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Another example when students created their stories, they mainly used words and expressions taken from the text, as can be noticed in the excerpt below.

In this example, the students used the original story as a guide to create their own story. The original idea and structures are respected; however, these students changed aspects such as characters, places and vehicle used to travel and learned specific verbs related to the characters such as trot, stable, neigh, and places characteristics such as wet, cold, among others.

Figure 5. Students’ story using expressions and vocabulary from the original story.

Understanding stories and learning English language through negotiation and strategy

use. At the beginning of the pedagogical implementation, students demonstrated their need for using different tools such as dictionary, a translator, and visual tools in order to understand, communicate their own ideas and increase their vocabulary. As I mentioned before, at the end of the first cycle of the implementation a survey was applied in order to inquire into group work. There, students mentioned the use of Spanish to write the story and then, translating it into the target language, because in this way it was easier for them to create the story. They also

Ali and the magic carpet

One very hot day Ali finds a carpet in his uncle’s shop.

“What’s this?”

Suddenly the carpet jumps! It moves and flies off into the air.

“Hey! What’s happening?”

A loud booming voice comes from the carpet.

“Welcome, O master. I am a magic carpet.”

First, they fly high up into the sky and then they land in a jungle. It is hot and wet and it’s raining.

Then they fly to the desert. It is very, very hot and dry.

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argued that the use of the dictionary was important in this process, as well as the use of a

translator. In figure 6, we can see a part of the survey where students explain how they preferred writing a story and the kind of tool they used.

Figure 6. Survey 1, Group 7.

However, along of the intervention they started using other strategies in order to understand the story and express their points of view. One of those strategies was inferring meaning through the text without using the dictionary or an automatic translator. In this case, students used the text and the pictures, trying to understand the whole sense of the story. They also used previous information taken from the first story to comprehend some aspects in the second and third story. Furthermore, students shared their knowledge in order to facilitate comprehension and to construct their own productions.

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to decide what was going to happen in the story. Students had three options and they had to discuss among them and choose the best option. There is also, a part of a transcription where they argue their ideas, this is group 2.

Figure 7. Transcription6_june18th_lesson2_story2_group2

As can be noticed in the previous transcription, students followed the instruction and tried to understand it by recognizing cognates, connecting words, and remembering explanations and vocabulary given in the previous classes.

Additionally, students were also able to reconstruct the story in groups or individually by using all the available information. Usually, when they reconstructed a story, this was supported by pictures. Then, they showed the illustrations and remembered how the story happened, in this way they could organize the pictures and reconstruct the story as we will see later. In other

S1:Venga resolvamos este. S2:Lea

S1:Predict what is next S2:Predecir

S1: (continúa leyendo la instrucción, aunque comete algunos errores de pronunciación, trata de leer lo mejor posible y termina de leer la instrucción) Instrucción:“Talk with your group and decide what sentence explains what happens in chapter II. In the blank card make a drawing representing the sentence.

A. Alex, Melman, Gloria and Marty get in a boat and return to the zoo.

B. Wild animals kidnap Alex.

C. The boxes with four friends are in the sea. They arrive to Madagascar

S1: que nos toca hacer? S2: pues leer y elegir S1: pero que elegimos?

S2: Next es siguiente. Que pasa luego? S1: Pues en la peli llegan a la isla

S2: cómo es que es??? Ahhh si Madagascar. Pero busquemos que es kidnap aunque yo creo que es la C porque ahí dice Madagascar y en la A dice return y zoo y eso suena como retornar??? Y zoo es zoológico.

S1: de pronto es que se devolvieron al zoológico.

Figure

Figure 1. Categories and subcategories.
Figure 2.  Pre-reading activity, learning new vocabulary.  The Selfish Giant Story
Figure 3. Transcription 1, March 12 th.   Story “Ali and the Magic Carpet”
Figure 5. Students’ story using expressions and vocabulary from  the original story.
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