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How Do I Use Stories in Primary English Education as a Vehicle for Learning?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How Do I Use Stories in Primary English Education as a Vehicle for Learning?/
作者:	Neves, Joana Simoes.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	98 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
標題:	Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28892460
ISBN:	9798759931935

How Do I Use Stories in Primary English Education as a Vehicle for Learning?
Neves, Joana Simoes.

How Do I Use Stories in Primary English Education as a Vehicle for Learning? - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 98 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Master's)--Universidade NOVA de Lisboa (Portugal), 2021.

This item must not be sold to any third party vendors.

As part of my master's degree practicum in teaching English in primary school, I undertook a small-scale action-research around the use of stories in primary English education as a vehicle for learning. This study was implemented from September to December 2019, with a 4th-grade class in a primary school in Sintra, Portugal. The project consisted of implementing a storytelling methodology in which the core of each learning sequence was an adapted story, with the aim of providing real, meaningful, engaging and enjoyable language exposure and opportunities for learning. This study addressed the main question: "How do I use stories in English primary education as a vehicle for learning?" I attempted to determine: how to select and adapt stories that could respond to learners' needs and support their learning; how to successfully plan an entire sequence of learning around a story without using the coursebook; and which storytelling skills I should develop in order to successfully tell a story.My results highlighted the importance of the teacher's role as storyteller to support students' learning through stories, prompting their participation during storytelling events, role plays and related activities, motivating them towards literacy and language learning, but also as a mediator, raising their awareness regarding their own learning process.Furthermore, I believe, the results have shown that it is possible to implement a story-based methodology, using stories as a vehicle for English learning, improving my learners' skills and learner autonomy. Moreover, the findings suggest that learners were able to achieve the predicted goals and learning through stories, through the introduction of consistent and carefully planned sequences of learning based around stories, as shown by their performance in class and the results in the termly test. Finally, it was shown that the activities related to the story are fundamental to provide repetitive and supportive opportunities for language learning.

ISBN: 9798759931935Subjects--Topical Terms:

643551
Language.

How Do I Use Stories in Primary English Education as a Vehicle for Learning?
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520 $a As part of my master's degree practicum in teaching English in primary school, I undertook a small-scale action-research around the use of stories in primary English education as a vehicle for learning. This study was implemented from September to December 2019, with a 4th-grade class in a primary school in Sintra, Portugal. The project consisted of implementing a storytelling methodology in which the core of each learning sequence was an adapted story, with the aim of providing real, meaningful, engaging and enjoyable language exposure and opportunities for learning. This study addressed the main question: "How do I use stories in English primary education as a vehicle for learning?" I attempted to determine: how to select and adapt stories that could respond to learners' needs and support their learning; how to successfully plan an entire sequence of learning around a story without using the coursebook; and which storytelling skills I should develop in order to successfully tell a story.My results highlighted the importance of the teacher's role as storyteller to support students' learning through stories, prompting their participation during storytelling events, role plays and related activities, motivating them towards literacy and language learning, but also as a mediator, raising their awareness regarding their own learning process.Furthermore, I believe, the results have shown that it is possible to implement a story-based methodology, using stories as a vehicle for English learning, improving my learners' skills and learner autonomy. Moreover, the findings suggest that learners were able to achieve the predicted goals and learning through stories, through the introduction of consistent and carefully planned sequences of learning based around stories, as shown by their performance in class and the results in the termly test. Finally, it was shown that the activities related to the story are fundamental to provide repetitive and supportive opportunities for language learning.
520 $a Como parte do meu mestrado em Ensino de Ingles de 1º ciclo, foi conduzido um pequeno estudo de pesquisa-acao e projeto de sala de aula, centrado no uso de historias no contexto do ensino de Ingles de 1º ciclo como veiculo de aprendizagem. O estudo foi introduzido em setembro de 2019 e foi desenvolvido ao longo do 1º periodo, numa turma de 4º ano, numa escola do 1º ciclo em Sintra, Portugal. Este projeto consistiu na implementacao de uma metodologia baseada no conto de historias, na qual o nucleo central de cada sequencia de aprendizagem era uma historia adaptada, com o intuito de proporcionar exposicao significativa, motivante e aprazivel a linguagem e oportunidades de aprendizagem. Este estudo aborda a questao nuclear: "Como posso usar historias no ensino de Ingles de 1º ciclo como veiculo para a aprendizagem". De forma a obter algumas respostas a esta questao, os objetivos tracados consistiam em: determinar como selecionar e adaptar historias que respondessem as necessidades dos aprendentes, apoiando a sua aprendizagem, ajustando-se ao curriculo, como planear com sucesso uma sequencia de aprendizagem em torno de uma historia, sem recorrer ao manual adotado e tambem quais as capacidades mais relevantes como storyteller para tornar a minha performance bem-sucedida focando a aprendizagem sustentada da lingua Inglesa.Este estudo evidenciou a importancia do papel do professor como storyteller, na aprendizagem da Lingua Inglesa baseada nesta metodologia, estimulando a sua participacao durante os momentos de storytelling, dramatizacoes das mesmas e atividades relacionadas, mas tambem propiciando oportunidades para a consciencializacao acerca da sua aprendizagem, atraves das suas intervencoes nas discussoes de turma, incentivando a partilha de ideias e pensamentos com a turma, mas tambem motivando-os para a literacia e aprendizagem da lingua.Penso que os resultados mostram que e possivel implementar uma metodologia baseada em historias, usando historias como veiculo para a aprendizagem da Lingua Inglesa, o aperfeicoamento das suas competencias e a autonomia dos aprendentes. Os resultados sugerem ainda, que os aprendentes conseguiram atingir os objetivos previstos, aprendendo atraves de historias, atraves da introducao de sequencias de aprendizagem cuidadosa e consistentemente planeadas em torno de historias, como demonstrado pelo seu desempenho nas aulas e nos resultados dos testes. Por fim, penso que foi demonstrado que as atividades relacionadas com as historias, sao fundamentais para proporcionar oportunidades de aprendizagem que permitam a consolidacao dos conteudos abordados.
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