Motivating self and others through a whole-school storytelling project: Authentic language & literacy development
This study reports on a whole-school project carried out with preschool and primary children, taking a whole-language approach to literacy development, through a storytelling methodology which uses authentic picturebooks and peer modelling. This article presents the results of an exploratory mixed m...
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| Format: | Article |
| Language: | English |
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E-JournALL
2020-02-01
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| Series: | EuroAmerican Journal of Applied Linguistics and Languages |
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| Online Access: | https://e-journall.org/index.php/ejall/article/view/vol7-issue1-2020-2376905x-11-188/2360 |
| _version_ | 1797685522636734464 |
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| author | Julie Waddington |
| author_facet | Julie Waddington |
| author_sort | Julie Waddington |
| collection | DOAJ |
| description | This study reports on a whole-school project carried out with preschool and primary children, taking a whole-language approach to literacy development, through a storytelling methodology which uses authentic picturebooks and peer modelling. This article presents the results of an exploratory mixed methods study conducted over a three-year period with the older (10-12-year-old) participants in the project (N=27). Within an action research framework, data was collected from field notes of classroom observations, video recorded sessions, questionnaires and interviews with students and teachers. The study aims to assess the motivational effect of the storytelling project on learners, identify the learning outcomes generated and identify strategies that were particularly effective in generating such outcomes. Through a process-oriented approach, the findings verify the motivational effect of the storytelling project. These findings also help bridge the gap between theory and practice in motivational research and contribute to the growing body of literature on the use of authentic picturebooks in the L2 classroom and the potential benefits of peer modelling. |
| first_indexed | 2024-03-12T00:46:18Z |
| format | Article |
| id | doaj.art-ac3fb84e70414f7bb04588df0edce33b |
| institution | Directory Open Access Journal |
| issn | 2376-905X |
| language | English |
| last_indexed | 2024-03-12T00:46:18Z |
| publishDate | 2020-02-01 |
| publisher | E-JournALL |
| record_format | Article |
| series | EuroAmerican Journal of Applied Linguistics and Languages |
| spelling | doaj.art-ac3fb84e70414f7bb04588df0edce33b2023-09-14T16:16:38ZengE-JournALLEuroAmerican Journal of Applied Linguistics and Languages2376-905X2020-02-0171124144https://doi.org/10.21283/2376905X.11.188Motivating self and others through a whole-school storytelling project: Authentic language & literacy developmentJulie Waddington0https://orcid.org/0000-0001-9094-0829University of GironaThis study reports on a whole-school project carried out with preschool and primary children, taking a whole-language approach to literacy development, through a storytelling methodology which uses authentic picturebooks and peer modelling. This article presents the results of an exploratory mixed methods study conducted over a three-year period with the older (10-12-year-old) participants in the project (N=27). Within an action research framework, data was collected from field notes of classroom observations, video recorded sessions, questionnaires and interviews with students and teachers. The study aims to assess the motivational effect of the storytelling project on learners, identify the learning outcomes generated and identify strategies that were particularly effective in generating such outcomes. Through a process-oriented approach, the findings verify the motivational effect of the storytelling project. These findings also help bridge the gap between theory and practice in motivational research and contribute to the growing body of literature on the use of authentic picturebooks in the L2 classroom and the potential benefits of peer modelling.https://e-journall.org/index.php/ejall/article/view/vol7-issue1-2020-2376905x-11-188/2360storytelling with picturebookspeer modellingreadingauthenticityearly foreign language learningpreschool and primary |
| spellingShingle | Julie Waddington Motivating self and others through a whole-school storytelling project: Authentic language & literacy development EuroAmerican Journal of Applied Linguistics and Languages storytelling with picturebooks peer modelling reading authenticity early foreign language learning preschool and primary |
| title | Motivating self and others through a whole-school storytelling project: Authentic language & literacy development |
| title_full | Motivating self and others through a whole-school storytelling project: Authentic language & literacy development |
| title_fullStr | Motivating self and others through a whole-school storytelling project: Authentic language & literacy development |
| title_full_unstemmed | Motivating self and others through a whole-school storytelling project: Authentic language & literacy development |
| title_short | Motivating self and others through a whole-school storytelling project: Authentic language & literacy development |
| title_sort | motivating self and others through a whole school storytelling project authentic language literacy development |
| topic | storytelling with picturebooks peer modelling reading authenticity early foreign language learning preschool and primary |
| url | https://e-journall.org/index.php/ejall/article/view/vol7-issue1-2020-2376905x-11-188/2360 |
| work_keys_str_mv | AT juliewaddington motivatingselfandothersthroughawholeschoolstorytellingprojectauthenticlanguageliteracydevelopment |