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STORYTELLING AND MUSIC TOGETHER
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By Diego Cuero B.Ed. Student at
Universidad del Valle
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We often give our students stories to read, but how often do we tell them a
story?
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WHAT DOES STORYTELLING OFFER?
• Children have an innate love for stories. Stories create magic and a sense of wonder at the world. Stories teach us about life, about ourselves and about others. Storytelling is a way for students to develop an understanding, respect and appreciation for other cultures, and can promote a positive attitude to people from different lands, races and religions.
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STORYTELLING ALSO…
• Promotes a feeling of well-being and relaxation.
• Increases children's willingness to communicate thoughts and feelings.
• Encourages active participation.
• Increases verbal proficiency.
• Encourages use of imagination and creativity.
• Encourages cooperation between students.
• Enhance listening skills. 4
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• Kids will love simple, jazzy texts, and their repetitive structure invites reading and singing along.
• Vocabulary growth occurs whenever students are exposed to new material, like a story or a song.
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• Putting new information into a musical context can also help students’ memory. The connection between music and story telling is strong, especially from pre-K to second grade, and therefore music education is a vital element in children’s literary development.
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• Storytelling is larger than just reading a flat text, it also includes: listening, gestures, negotiation for meaning, speaking, roleplays and social skills that are relevant to communication.
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KRASHEN'S THEORY OF SECOND LANGUAGE ACQUISITION CONSISTS OF FIVE MAIN
HYPOTHESES
• The Acquisition-Learning hypothesis.
• The Monitor hypothesis.
• The Input hypothesis.
• The Natural Order hypothesis,
• The Affective Filter hypothesis.
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Acquisition-Learning
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The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language.
The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language,
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INPUT 11
Input refers to the linguistic forms to which learners are exposed. Complete-natural not fragmented language on grammar.
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• Krashen (1985) states that comprehensible input is the only true way a learner has to acquire a second language.
INPUT HYPOTHESIS
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INPUT OUTPUT
The teacher, native speakers, classmates media, television, audios networks, etc. Storytelling, roleplays, songs, conversations, vocabulary etc.
LANGUAGE LEARNER
Speech Writing
Teacher feedback
Other learner feedback
Other learner participate Learner modify
his/her understanding
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THE NATURAL ORDER HYPOTHESIS
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Krashen (1987) suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable. For a given language, some grammatical structures tend to be acquired early while others late.
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KRASHEN (1985)
Proposed that L2
learners require
comprehensible
input (language
that is
understandable).
SWAIN (1985)
Pointed out
that input is
not sufficient
for L2 learning.
Output -
opportunity
LONG (1996)
1.The structure of
interaction itself
could be modified
to make input more
comprehensible for
nonnative
speakers.
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INTERACTION
• The interaction hypothesis suggests that second language development is facilitated when learners interact with other speakers. (Gass, 1997, 2003; Long, 1996; Pica, 1994)
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• Use of non-verbal support of the meanings that teachers are communicating by means of gestures and visual aids.
• Some teachers tend to use code-switching between L1 & L2.
• Special teaching strategies such as repeating one's own questions, repeating and expanding learners' answers (recasts), as well as prompting answers (Gaies, 1977)
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NEGOCIATION FOR MEANING
Refers to the efforts learners and their interlocutors make to modify or restructure interaction in order
to avoid or overcome difficulties in input comprehensibility.
COMPREHENSION CONFIRMATION
CHECKS CLARIFICATION
REQUESTS
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Negotiating for meaning
Learners are interested in meaning, not form, but they begin to pay attention to form in order to understand the meaning.
form meaning
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Video: negotiation for meaning
• https://www.youtube.com/watch?v=0Rl9Cxc7uZA
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THANKS FOR YOUR ATTENTION!!!
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References 22
Long, M. 1983: Linguistic and conversational adjustments to non-native speakers . Studies in Second Language Acquisition , (5) ,
177 93.
Long, M.H. (1985). Input and second language acquisition theory. In S. M. Gass & C. G. Madden (Eds.), Input in second language
acquisition, pp. 377-393. Rowley, MA: Newbury House.
Ellis, R. (1999). Learning a second language through interaction Amsterdam: John Benjamins Publishing Company.
Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. Rouledge-Taylor & Francis: New York.
Krashen, S. (1983). Newmark’s “Ignorance Hypothesis” and current second language acquisition theory. In S. Gass & L. Selinker
(Eds.), Language transfer in language learning , pp.135-153. Rowley, MA: Newbury House.
Long, M. 1981: Input, interaction, and second language acquisition . Foreign Language Acquisition: Annals of the New York
Academy of Sciences , (379) , 259 78.
Long, M. 1996: The role of the linguistic environment in second language acquisition . In W.
Ritchie and T. Bhatia (eds), Handbook of Second Language Acquisition. San Diego:
Academic Press , 413 68.
.