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Storytelling is a central means of
teaching English as a foreign language in the primary school classroom.
Typically, this approach is based on a number of positive assumptions:
Children like stories. Stories appeal to children's imagination and
motivate them to create meaning. Listening to stories contributes to
children's (foreign) language competences. Storytelling experiences
increase children's reading motivation.
The current debate on the efficacy and efficiency of primary foreign language teaching, however, questions any approach that is not clearly outcome-oriented. It can certainly be stated that little is known on whether the positive assumptions mentioned above are true and how comprehension and language acquisition takes place through storytelling in a foreign language classroom. By means of a case study this contribution tries to shed some light on these questions. Existing models on listening comprehension and visual literacy as well as picture book research are examined and contrasted with empirical data. An integrated model for further research endeavours is developed. |
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