Professional Documents
Culture Documents
The educational value of using stories and the technique of storytelling has always been undisputed
throughout the world. Now more and more English as a foreign language (EFL) teachers of young
learners are using carefully selected stories from the world of children's literature because they have
become more familiar with an acquisition-based methodology and because stories comply to the
major objectives in most countries for foreign language teaching to young learners: linguistic,
psychological, cognitive, social and cultural. EFL teachers use stories to supplement their core
materials or to create self-contained units of work that constitute mini-syllabuses. In this way, a
story provides the starting point and rich context for developing a wide variety of related language
and learning activities involving children personally, creatively and actively in an all round whole
curriculum approach (see Ellis and Brewster 1991 and 2002).
Selecting storybooks
Storybooks are carefully selected from the world of authentic children's literature mainly from the
lists of British publishers. We look for stories that have gained an international reputation and
contain rich and authentic examples of English, as well as literary devices commonly found in
children's literature such as repetition and cumulative content, rhyme, onomatopoeia, humour and
suspense, etc; and which allow us to implement a story-based methodology structured around the
familiar three stages of pre, while and post storytelling. We look for stories with high quality and
varied illustrative styles and illustrations which synchronise with the text to support children's
understanding and to develop their visual literacy.We look for stories that take place in settings
other than western and urban and address issues such as citizenship and multicultural education in
order to develop intercultural awareness; stories that develop social skills and emotional
development and stories that allow links to be made with other subjects in the curriculum in order to
build on children's general knowledge, reinforce concepts and help them learn how to learn. Finally,
we look for stories that offer a concrete outcome in the form of dramatization, related songs and
rhymes, book-making, making a game, a quiz/competition, poster-design, project work, etc.
Pupil responses
The educational gains from using authentic children's literature are very rich indeed as reflected by
pupils' personal response to the stories. Younger children (5 - 7 year-olds) respond in pictorial form
and older pupils complete a more detailed written evaluation focussing on genre, characters, setting,
illustrations, what they liked about the story and what they learnt from the story. Here are some
examples in response to the question, What did I learn from the story?
The Pied Piper: We must keep our promises and not be greedy.
Tusk Tusk (a story about how elephants became grey and tolerance): I learnt about tolerance
and racism. I learnt to know how to respect others because we can't all be the same. You
have to love each other.
The Very Hungry Caterpillar: I learned the life cycle of the butterfly
Meerkat in Trouble: We mustn't disobey. You have to be obedient to your parents.
The Little Red Hen: You must help people.
I am now able to appraise a prospective storybook for use in class very quickly and decide if
it's suitable and for what age group it could be used with.
I am able to see the potential of a particular book and can create the support material
necessary and that has links to other curriculum areas.
Using storybooks has been an enjoyable experience and has given me another approach to
teaching English to children that is authentic and interactive where both teacher and students
learn something new!
I have developed my storytelling techniques and ways of making authentic language
accessible to foreign language students and techniques for creating worksheets and activities
for exploiting the language in the story.
The choice of the storybook is very important; if a teacher is enthusiastic, often this is
contagious.
Initially some teachers find it difficult to imagine how they can use a storybook for up to 6 - 10
hours. However, once they have used children's literature they often find it difficult to return to the
more conventional specifically written EFL materials which tend to remain at the mundane and
utilitarian level of basic dialogues and daily activities. Storybooks address universal themes and
allow children to play with ideas and feelings and think about important issues.
Ellis, G., Brewster, J. 1991. The Storytelling Handbook for Primary Teachers.Penguin Longman
Ellis, G., Brewster, J. 2002 (forthcoming) Tell it Again! The New Storytelling Handbook for
Primary Teachers. Penguin Longman