the Role of Storytelling in Second Language Literacy
Small “t”
The Importance of Storytelling in Second Language Literacy
Mary P. Kalsbeek
BBE 526
July 17, 2014
INTRODUCTION
The tradition of orality, or thought and verbal expression for communication, is a
“patterned” one (Ellis, 1988). Storytelling is a form of orality and is a tool of communication and education. Jane Yolan(1986) has explained that storytelling is one of the oldest of arts and has been used as a necessary tool for cultural education and sustainment. Because storytelling is based on speaking and listening, it calls for a speaker and at least one listener to be true storytelling. Storytelling has a long history as a social interaction, but it also has existed as a mode of education for centuries. To the “Dine who embrace traditional values, storytelling is a core practice by which to teach children the important principles necessary to live well.” (Eder,
2007) These principals embrace ideas such as wholeness, one’s relationship to the beginning and the end, and responsibility to future generations. The cultural belief is that parents who have educated children in these principles through storytelling have raised their children in the right way. Storytelling is language in context that communicates “values, truths, ideas, knowledge
(Carrell P. , 1984). It is also a “patterned” or rhetorical structure that provides a strong base for literacy development. Forms of story telling include religious oration, fairy tales, nursery rhymes etc. As children listen to, learn and retell a story or tell their own stories they begin to form a literacy of the rhetorical structure of “story” or narrative. This connection is an essential base for future reading and writing. Hawaii’s rich storytelling tradition is seen as a guiding source for its culture over time, as an aide in making sense of their collective experiences, and as a path for preserving the “wisdom of their heritage, transmitting skills, maintaining respect for elders, and
The Importance of Storytelling in Second Language Literacy
Mary P. Kalsbeek
BBE 526
July 17, 2014
INTRODUCTION
The tradition of orality, or thought and verbal expression for communication, is a
“patterned” one (Ellis, 1988). Storytelling is a form of orality and is a tool of communication and education. Jane Yolan(1986) has explained that storytelling is one of the oldest of arts and has been used as a necessary tool for cultural education and sustainment. Because storytelling is based on speaking and listening, it calls for a speaker and at least one listener to be true storytelling. Storytelling has a long history as a social interaction, but it also has existed as a mode of education for centuries. To the “Dine who embrace traditional values, storytelling is a core practice by which to teach children the important principles necessary to live well.” (Eder,
2007) These principals embrace ideas such as wholeness, one’s relationship to the beginning and the end, and responsibility to future generations. The cultural belief is that parents who have educated children in these principles through storytelling have raised their children in the right way. Storytelling is language in context that communicates “values, truths, ideas, knowledge
(Carrell P. , 1984). It is also a “patterned” or rhetorical structure that provides a strong base for literacy development. Forms of story telling include religious oration, fairy tales, nursery rhymes etc. As children listen to, learn and retell a story or tell their own stories they begin to form a literacy of the rhetorical structure of “story” or narrative. This connection is an essential base for future reading and writing. Hawaii’s rich storytelling tradition is seen as a guiding source for its culture over time, as an aide in making sense of their collective experiences, and as a path for preserving the “wisdom of their heritage, transmitting skills, maintaining respect for elders, and
Bibliography: (1999 йил G. (1994). (1987). Content P. (1983). P. (1984).