Teaching literate language in a storytelling intervention

Dawkins, Suzanne; O’Neill, Marnie

doi:10.1007/bf03651864

Cited by 9 publications

(1 citation statement)

References 34 publications

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“…Students can easily follow what the teacher asks during the learning process. A teacher does not just tell stories (Dawkins & O'Neill, 2011). The stories conveyed must have positive values to be imitated, and encourage students to be interested and have experience.…”

Section: Storytelling 103mentioning

confidence: 99%

Teachers’ Techniques in Teaching Speaking Skill for X-Grade Students at Sma Ypvdp Bontang in the Academic Year 2022/2023

Destari,

Hadijah,

Afendi

et al. 2023

JTI

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Speaking, one of the four skills in English is seen as the most essential skill for English learners to master. Most people’s success in learning can be seen by how well they can talk and communicate. Teachers must have techniques in place to support the learning process and achieve specific characteristics in the teaching and learning process. This research aims to discover the techniques used by English teachers in teaching speaking skills to eighth-grade students at SMA YPVDP Bontang in the academic year 2022-2023. The qualitative descriptive method was employed in this study. An English instructor at SMA YPVDP Bontang, who taught class X, was the focus of this investigation. Interviews and observation were used to gather data, which was subsequently analyzed utilizing interactive, and condensation data models—utilizing data triangulation for data validation. The researcher found that teacher use three techniques, namely role play, small group discussions, and debates, to teach speaking skills.

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Section: Storytelling 103mentioning

confidence: 99%

Teachers’ Techniques in Teaching Speaking Skill for X-Grade Students at Sma Ypvdp Bontang in the Academic Year 2022/2023

Destari,

Hadijah,

Afendi

et al. 2023

JTI

View full text Add to dashboard Cite

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The effects of incorporating extended conversations into video-based story retelling instruction on oral narrative skills in adolescents with intellectual disability in China

Zhou

et al. 2021

Research in Developmental Disabilities

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Using R2L pedagogy in teaching practical writing to non-Chinese speaking students in Hong Kong

Shum

Shi

2021

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Since Hong Kong handover, the language policy in Hong Kong shifts from diglossic bilingualism to bi-literacy and trilingualism policy, balancing the status of English and Chinese with the mother tongue education policy. This policy shift has inadvertently impacted non-Chinese speaking (NCS) students’ enrollment, whose limited mastery of Chinese language prevents them from the mainstream schooling. Faced with this ethnically diverse and multilingual population, Applied Learning Chinese (ApL(C)) motivating practical reading and writing in an applied learning context was proposed by Hong Kong Education Bureau as an alternative for second language education. This study examines the effectiveness of “Reading to Learn, Learning to Write, R2L” pedagogy (Rose, 2012) in teaching Chinese practical writing to NCS students in Hong Kong with pedagogic interventions and Systemic Functional analytical perspective. Semi-structured interviews were conducted to perceive students’ learning experiences with R2L pedagogy. The finding suggests an increased meta-linguistic awareness of genre-specific writings after interventions to be empowered with a voice against social inequity and be empathized with humanistic reflections.

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Teaching literate language in a storytelling intervention

Cited by 9 publications

References 34 publications

Teachers’ Techniques in Teaching Speaking Skill for X-Grade Students at Sma Ypvdp Bontang in the Academic Year 2022/2023

Teachers’ Techniques in Teaching Speaking Skill for X-Grade Students at Sma Ypvdp Bontang in the Academic Year 2022/2023

The effects of incorporating extended conversations into video-based story retelling instruction on oral narrative skills in adolescents with intellectual disability in China

Using R2L pedagogy in teaching practical writing to non-Chinese speaking students in Hong Kong

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