Narrative theory

Summers, Caroline

doi:10.4324/9781315158945-19

Cited by 2 publications

(1 citation statement)

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“…Stories employ narrative ways to make meaning, view human experiences, realize communication, and construct reality and identity (Davidson, 2023;Suparto, Lao, & Salim, 2023). Narrative inherently means meaning-making across genres and contexts (Davidson, 2023;Summers, 2022), and Summers (2022) has emphasized using narrative at both micro and macro levels.…”

Section: Narrative Theory and Bilingual Storytelling Curriculummentioning

confidence: 99%

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

Wang,

Saihong,

Sonsupap

2024

ijole

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This cross-sectional study examined materials adaptation within an English-Chinese bilingual storytelling curriculum for first graders to identify the potential factors influencing adaptation choice. It delved into the relationship between curriculum objectives, perceptions of picture books, and the use of tense and narrative. A survey (N=352) gathered demographic data of English teachers from China, and the data was analyzed using Partial Least Square (PLS) structural equation modeling. Findings illuminate how teachers’ perception of picture books fully mediate the interplay between bilingual storytelling curriculum objectives and teachers’ narrative in a picture book adaptation. Analyzing the results by narrative theory, it found that the essence of storytelling and narrative is making meanings; stories play a leading role in the curriculum for first graders to develop their bilingual narrative through sharing, reading, and telling stories. Consequently, teachers’ understanding of picture books’ possibilities as teaching materials, benefits for fostering students’ bilingual development, and perception of the intertextuality of illustration and words can significantly facilitate teachers’ narrative in a picture book adaptation. This study contributes by elucidating the mediating role of picture books, emphasizing the importance of linking curriculum objectives with teaching materials adaptation in practice. Furthermore, longitudinal research is to overcome the limitations of this cross-sectional correlation analysis.

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Section: Narrative Theory and Bilingual Storytelling Curriculummentioning

confidence: 99%

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

Wang,

Saihong,

Sonsupap

2024

ijole

View full text Add to dashboard Cite

show abstract

Reframing the narrative of magic wind in Arthur Waley’s translation of Journey to the West: another look at the abridged translation

Wang,

Liu,

Humblé

2023

Humanit Soc Sci Commun

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This article examines Arthur Waley’s abridged translation of “Journey to the West”, titled “Monkey”, and its influence on magic wind narrativity using narrative theory and (re)framing concepts. The research categorises the narrative significance of the magical wind in the source text and highlights its powers as destruction, transport and transformation. In contrast, these elements seem subdued in “Monkey”. Waley’s reframing employs strategies, such as (I) temporal and spatial reframing; (II) selective appropriation, emphasising stories of pilgrims saving their lands, while overshadowing important cultural and religious aspects of the original; and (III) modifying specific labelling techniques that include references to the magical wind.

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Narrative theory

Cited by 2 publications

References 0 publications

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

Reframing the narrative of magic wind in Arthur Waley’s translation of Journey to the West: another look at the abridged translation

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