Stories Helped People To Facilitate The Learning Of A Foreign Language Analysis

Similarly, in the above excerpt extracted from an interview, the early childhood teacher affirmed that the stories were great techniques that motivated and excited her pupils, and that enabled them to learn the target language, “todo lo que fueran las imágenes grandes, los cuentos, las historias, todo eso les gustaba entonces son técnicas muy buenas que los profes también utilizaban para que los chicos eee pudierannn aprender”. At the end of her statement, the in-service teacher stresses on the word “could” to emphasize that the educators implemented stories with big images for children to learn . In addition, the in-service teacher commented on how big colorful illustrations, which were characteristics of the books employed during the storytelling
“I consider that stories helped me to facilitate the learning of a foreign language because they were presented taking into account students' background knowledge with the integration of basic vocabulary”. In other words, the bilingual educator states that the participant children learned effortlessly given that the stories the educator utilized contained children's familiar scenes, characters and objects that enable the basic target language vocabulary representation process to occur in an easier manner. Nonetheless, the educator emphasizes by stating that stories “were short, colorful and easy to understand” that in order for storytelling to be effective, the tale needs to be short, meaning brief, and adjusted to children's attention span. In addition, the educator suggests stories with colorful illustrations so they could catch children's attention, and they should also be easy to understand, in other words they need to be customized to their proficiency level to facilitate comprehension. Ellis and Brewster (2014) agrees with the bilingual pre-service educator about the fact that stories, more than any other teaching strategy, are an enchanting way to catch children's attention which guarantee positive outcomes in their language acquisition; nonetheless, they can lose its effectiveness if the stories do not fit learner's attention span and their proficiency level. Hence, it is crucial for bilingual educators to adapt stories to ensure young learners'