Storytelling in the Inclusive L2 Classroom
https://doi.org/10.24833/2410-2423-2022-1-30-80-93
Abstract
This paper examines storytelling as a technology of teaching foreign languages with the help of fascinating stories in the inclusive environment. The relevance of developing inclusive education, i.e. integrating students with different individual characteristics (in particular, disabilities) into the learning process, is highlighted. In this regard, the concept of cognitive learning styles and Gardner’s theory of multiple intelligences are characterized as not quite suitable for the role of a general foundation of language teaching methodology in an inclusive classroom. Krashen’s Monitor Model, in its turn, is adopted as the theoretical basis of the modern approach to second language acquisition, emphasizing the importance of comprehensible input (received speech material) and emotional filter (psychological barrier) as key factors in the development of speech competence. In light of this, the advantages of a multisensory approach to language learning, and, in particular, the inclusive potential of using multisensory stories and creating students’ own stories with the support of a teacher (storybuilding), are clarified. Storytelling, thus, is considered by the authors of the article as a universal method for developing both receptive and productive speech skills in a foreign language for all kinds of students, including children with disabilities. The paper contains methodological recommendations regarding the implementation of storytelling technology in an inclusive classroom, including the conditions for effective assimilation of educational material by students with special educational needs. The principles of scaffolding (teacher support), mutual cooperation, clarity of instructions, sequence of material presentation, individualized information delivery forms, emotional involvement and integration are also explained. Based on the research literature on psychology, inclusive pedagogy and language education (Vygotsky, Rubinstein, Asher, Krashen), as well as some case studies featuring diverse students with varying disabilities, the authors argue for the need to gradually shift from skill-building to implicit teaching (and learning).
About the Authors
A. Bovshik
Moscow State University of Psychology and Education
Russian Federation
Russian Federation
Aleksandr Bovshik − PhD, Associate Professor at Department of Language Education and Intercultural Communication
29, ul. Sretenka, Moscow, 127051
S. Gaivoronskaya
Moscow State University of Psychology and Education
Russian Federation
Russian Federation
Svetlana Gaivoronskaya − BA in Linguistics, a graduate student of Department of Language Education and Intercultural Communication
29, ul. Sretenka, Moscow, 127051
References
1. Bovshik, A. Dostoevskiy v Tvittere: lingvodidakticheskiy vzgliad na fenomen tvitteratury [Dostoevsky on Twitter: Twitterfiction as a learning tool in SLA]. Iazyk i Tekst = Language and Text, 2020, vol. 7, no. 1. P. 90–100.
2. Bovshik, A. Osobennosti izobrazitel’nogo materiala i ego integratsii v tekste proizvedeniia (na primere romana D. Kouplenda “Generation X”) [Features of graphic material and its integration into the literary text (a case study of the novel by D. Coupland Generation X)]. Izvestiia Vysshikh Uchebnykh Zavedenii, Ural’skii Region = Journals of Higher Educational Institutions, Ural Region, 2011, 1. P. 80–83.
3. Bovshik, A. Osobennosti Polikodovogo Postmodernistskogo Diskursa (na Materiale Romanov D. Kouplenda “Generation X” i “Generation A”) [Features of Multi-Code Postmodernist Discourse (a Case Study of the Novels by D. Coupland Generation X and Generation A)]. Chelyabinsk State University, 2012. 195 p.
4. Bovshik, A. Problema ispravleniia oshibok v ustnoi rechi obuchaiushchikhsia v usloviiakh realizatsii printsipov teorii svobodnogo vospitaniia [Correcting student’s mistakes in oral speech while implementing free education principles]. Vysshee Obrazovanie dlia XXI Veka: Problemy Vospitaniia. XIV Mezhdunarodnaia Nauchnaia Konferentsiia. 14–16 Dekabria 2017 g. V Dvukh Chastiakh. Doklady i Materialy. Chast’ I. [Higher Education for the 21st Century. 14th International Conference. December 14–16, 2017. In Two Parts. Papers and Proceedings. Part 1]. Moscow: Moscow University for the Humanities Press, 2017. P. 519–522.
5. Bovshik, A. Faktory uspeshnogo osvoeniia prakticheskoi fonetiki angliiskogo iazyka [Factors of success in practical acquisition of English phonetics]. Vysshee Obrazovanie dlia XXI Veka: XIII Mezhdunarodnaia Nauchnaia Konferentsiia. Moskva, 8–10 Dekabria 2016 g. Doklady i Materialy. Krugly Stol “Optimizatsiia prepodavaniia filologicheskikh distsiplin v vuze” [Higher Education for the 21st Century: 13th International Conference. Moscow, December 8–10, 2016. Papers and Proceedings. The Round Table Discussion “Optimizing the Teaching of Philological Disciplines at University”]. Moscow: Moscow University for the Humanities Press, 2016. P. 3–7.
6. Vygotsky, L. Myshlenie i Rech [Thinking and Speech]. In: Vygotsky, L. Sobr. Soch. v Shesti Tomakh. T. 2. Problemy Obshey Psikhologii [Collected Works in Six Volumes. Vol. 2. Issues in General Psychology]. Moscow: Pedagogika, 1982. P. 5–361.
7. Vygotsky, L. Pedagogicheskaia Psikhologiia [Pedagogical Psychology]. Moscow: Astrel’, 2008. 670 p.
8. Ivanova, A. Teoretiko-metodologicheskie Aspekty Patopsikhologii Detskogo Vozrasta [Theoretical and Methodological Aspects of Child Pathopsychology]. Moscow, Berlin: Direkt-Media, 2020. 181 p.
9. Kazakov, G. Metodiki skorogo osvoeniia iazykov: idei, opyt i programma kursa [Methods of accelerated language learning: ideas, experience and a syllabus]. Moscow State University Bulletin. Series 19. Linguistics and Intercultural Communication, 2016, 1. P. 169–176.
10. Permiakova, M. Psikhologicheskie Aspekty Trudnostei Ucheniia v Shkole [Psychological Aspects of Difficulties in School Education]. Yekaterinburg: Ural University Press, 2015. 124 p.
11. Ponomariova, G. Inkliuzivnoe obrazovanie v Rossii [Inclusive education in Russia]. Pedagogika Vysshei Shkoly = Higher Education Pedagogy, 2017, 2 (8). P. 59–62.
12. Rubinshtein, S. Psikhologiia Umstvenno Otstalogo Shkol’nika [Psychology of a Mentally Retarded School Student]. Moscow: Prosveshchenie, 1986. 192 p.
13. Khoroshun, A. Realizatsiia mul’tisensornogo podkhoda v sovremennom pedagogicheskom protsesse obucheniia inostrannym iazykam [Implementing a multi-sensory approach in modern foreign language learning]. Integratsiia i Razvitie Nauchno-tekhnicheskogo i Obrazovatel’nogo Sotrudnichestva – Vzgliad v Budushchee. Sbornik Statey II Mezhdunarodnoi Nauchno-tekhnicheskoi Konferentsii “Minskie Nauchnye Chteniia – 2019” (g. Minsk, 11–12 Dekabria 2019 g.) [Integrating and Developing Scientific, Technical and Educational Cooperation – Looking Ahead. Proceedings of the 2nd International Scientific and Technical Conference “Minsk Research Readings – 2019” (Minsk, December 11–12, 2019)]. Vol. 1. Minsk: BGTU, 2020. P. 136–139.
14. Amayo, J., et al. Twelve tips for inclusive teaching. MedEdPublish, 2021, vol. 10, no. 81. P. 1–15. DOI: 10.15694/mep.2021.000081.1
15. Asher, J. Learning Another Language Through Actions. Los Gatos: Sky Oaks Productions, 1996. 331 p.
16. Asher, J., & Silvers, M. How to TPR abstractions: the critical role of imagination. The Journal of the Imagination in Language Learning and Teaching. New Jersey City University, ERIC, 2003. P. 56–61.
17. Baines, L. A Teacher’s Guide to Multisensory Learning: Improving Literacy by Engaging the Senses. Alexandria: Association for Supervision and Curriculum development, 2008. 144 p.
18. Coffield, F. Learning styles: unreliable, invalid and impractical and yet still widely used. Bad Education: Debunking Myths in Education. New York: Open University Press, 2012. P. 215–230.
19. Coffield, F., et al. Learning Styles and Pedagogy in Post-16 Learning: a Systematic and Critical Review. London: Learning and Skills Research Centre, 2004. 173 p.
20. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press. 260 p. rm.coe.int/1680459f97 (accessed 25 November 2021).
21. Decker, B. Body Language: The Effectiveness of Total Physical Response Storytelling in Secondary Foreign Language Instruction. Macalester College, 2008. 12 p.
22. Dowling, J. Therapeutic storytelling with children in need. Using Storytelling to Support Children and Adults with Special Needs. London, New York: Routledge, 2017. P. 11–17.
23. Fuller, C. Multi-sensory stories in story-packs. Using Storytelling to Support Children and Adults with Special Needs. London, New York: Routledge, 2017. P. 72–77.
24. Fuller, C. Tactile stories: a do-it-yourself manual. Resources for Learning Difficulties. London: Bag Books, 1990. 157 p.
25. Garczynski, M. Teaching Proficiency through Reading and Storytelling: Are TPRS Students More Fluent in Second Language Acquisition than Audio Lingual Students? Chapman University, 2003. 105 p.
26. Grove, N. Using Storytelling to Support Children and Adults with Special Needs: Transforming Lives through Telling Tales. London, New York: Routledge, 2017. 136 p.
27. Haier, R. The Neuroscience of Intelligence. New York: Cambridge University Press, 2017. 346 p.
28. Housen, A., & Kuiken, F. Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 2009, vol. 3, no. 4. P. 461–473. DOI: 10.1093/applin/amp048
29. James, W., & Gardner, D. Learning styles: implications for distance learning. New Directions for Adult and Continuing Education, 1995, 67. P. 19–31.
30. Jennings, S. Healing stories with children at risk: the story building approach. Using Storytelling to Support Children and Adults with Special Needs. London, New York: Routledge, 2017. P. 18–24.
31. Krashen, S. Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press, 1982. 202 p.
32. Krashen, S. Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press, 1981. 150 p.
33. Krashen, S. The input hypothesis and its rivals. Implicit and Explicit Learning of Languages (N. Ellis ed.). London: Academic Press, 1994. P. 45–77.
34. Krashen, S., & Terrel, T. The Natural Approach: Language Acquisition in the Classroom. Toronto: Prentice Hall Europe, 1998. 191 p.
35. Krashen, S. The Power of Reading: Insights from the Research. Devon: Libraries Unlimited, 2004. 214 p.
36. Larsen-Freeman, D., & Anderson, M. Techniques and Principles in Language Teaching. 3rd ed. Oxford: Oxford University Press, 2011. 318 p.
37. Paivio, A. Imagery and Verbal Processes. New York: Holt, Rinehart, and Winston, 1971. 596 p.
38. Pritchard, A. Learning styles. Ways of Learning: Learning Theories and Learning Styles in the Classroom. New York: Routledge, 2014. P. 46–65.
39. Pulvermüller, F., & Fadiga, L. Active perception: sensorimotor circuits as a cortical basis for language. Nature Reviews Neuroscience, 2010, 11. P. 351–360. DOI: 10.1038/nrn2811
40. Rebuschat, P. (ed.) Implicit and Explicit Learning of Languages. Lancaster: John Benjamins Publishing Company, 2015. 489 p. DOI: 10.1075/sibil.48
41. Reese, E., et al. Children’s oral narrative and reading skills in the first 3 years of reading instruction. Reading and Writing, 2010, vol. 23, no. 6. P. 627–644. DOI: 10.1007/s11145-009-9175-9
42. Riener, C., & Willingham, D. The myth of learning styles. Change: The Magazine of Higher Learning, 2010, vol. 42, no. 5. P. 32–35. DOI: 10.1080/00091383.2010.503139
43. Webb, S. Learning word pairs and glossed sentences: the effects of a single context on vocabulary knowledge. Language Teaching Research, 2007, vol. 11, no. 1. P. 63–81. DOI: 10.1177/1362168806072463
44. Young, H., et al. Multi-sensory storytelling as an aid to assisting people with profound intellectual disabilities to cope with sensitive issues: a multiple research methods analysis of engagement and outcomes. European Journal of Special Needs Education, 2011, 26. P. 127–142.
Review
For citations:
Bovshik A., Gaivoronskaya S. Storytelling in the Inclusive L2 Classroom. Linguistics & Polyglot Studies. 2022;8(1):80-93. (In Russ.) https://doi.org/10.24833/2410-2423-2022-1-30-80-93
Views:
829
Email this article 