82725 - English Language Workshop IV - (C)

Learning outcomes

The course aims to equip students with practical and theoretical knowledge of the key methods and concepts linked to the use of storytelling in the primary classroom. Specific learning outcomes include: knowledge of a wide range of texts designed for native speakers (from picture books to traditional tales) suitable for the ESL primary classroom; - knowledge of the most effective narrative techniques for the ESL classroom; - ability to analyse the structures and main characteristics of oral texts, and to confidently select the most suitable texts for use in the primary classroom; - ability to produce original narrative material based on texts analysed during the course; - ability to autonomously design effective storytelling activities for the ESL classroom and produce relevant material; ability to design pre and post-storytelling activities with the aim to help children consolidate newly acquired vocabulary and structures; awareness of the problems that might arise during a storytelling activity and confidence in handling them creatively; - knowledge of classroom language and literary language employed in the texts analysed during the course; ability to design a number of recreational activities with a view to evaluating the outcomes of the use of storytelling in the ESL classroom.

Course contents

Starting from the academic year 2023-2024, the IV workshops will no longer have a level distinction. All lab groups, regardless of the tutor, will be equivalent. Students will be free to register for any of the available groups on AlmaEsami.

The workshops will focus on the following topics and content:

• EFL Storytelling methods and activities;
• Choosing picture books for the EFL primary classroom;
• Oral performances of picture books;
• Designing pre and post storytelling activities;
• Picturebooks as sources of language for pupils and teachers;
• The role of oral narrative in foreign language learning and teaching;
• Language as culture in traditional folk narrative and children's literature;
• Classroom language and story-based classroom activities.

  On completion of this course, the student will be able to:

• Handle a wide range of authentic literary texts (from picturebooks to traditional folktales) deemed suitable for TESOL (Teaching English to Speakers of Other Languages).
• Identify the most effective narrative techniques for young learners.
• Select books and texts for the EFL classroom, analyse their structures and linguistic features.
• Develop original texts and plan activities connected with them.
• Plan storytelling performances in the classroom in every detail and produce all necessary materials.
• Independently design a wide range of pre- and post-narrative activities, in order to help children consolidate their skills.
• Demonstrate a critical understanding of the main methods and approaches in applied linguistics (most closely related to the use of storytelling in the classroom).

Students will receive regular feedforward from their tutor, in terms of presentation skills and developing classroom activities.

Readings/Bibliography

Indicative (non compulsory) reading.

Core texts:

- Ellis, G. and Brewster J. Tell it Again! The Storytelling Handbook for Primary English Language Teachers, British Council (free online PDF).

- Masoni, L. (2019). Tale, performance and culture in EFL storytelling with young learners: Stories meant to be told. Newcastle upon Tyne: Cambridge Scholars Publishing.

- Whitehurst, G.J. Dialogic Reading: An Effective Way to Read Aloud with Young Childrenhttps://www.readingrockets.org/topics/early-literacy-development/articles/dialogic-reading-effective-way-read-aloud-young-children

- Slattery, M. and Willis J. (2001), English for Primary Teachers, Oxford: Oxford University Press (questo testo sarà utilizzato anche per i laboratori del V anno e, in parte, per l’insegnamento opzionale di Didattica della Lingua Inglese).

Articles and classroom notes will be handed out during the course and will be available on IOL.

The tutor will also provide original texts for classroom group-work.

Classroom work will also take into consideration the “Indicazioni Nazionali” (Italy’s National Curriculum for nursery and primary school):

http://www.indicazioninazionali.it/documenti_Indicazioni_nazionali/indicazioni_nazionali_infanzia_primo_ciclo.pdf (Indicazioni Nazionali 2012)

For personal (and optional) in-depth study, see:

- Bortoluzzi, M., & Bertoldi, E. (2019). Let's tell a tale: storytelling with children in English L2. 1-107.

- Bland, J. (Ed.). (2015). Teaching English to young learners: critical issues in language teaching with 3-12 year olds. Bloomsbury Publishing.

- Cameron, L. 2001. Teaching Languages To Young Learners. Cambridge: Cambridge University Press

- Phillips, S. (1993). Young learners. Oxford: Oxford University Press.

Teaching methods

During the workshops, students will be introduced to key principles and theories in language teaching to young learners, which will enable them to carry out group work successfully. Teaching methods will include: use of power point slides for background theory and general revision; analysis of authentic texts; group and individual work; collective oral presentation practice. The following self-assessment tools will also be used during the course: peer tutoring exercises (i.e. speaking practice corrected in class); flipped classroom presentations in which students will present and comment on collectively developed teaching activities. Students will receive regular feedforward from their tutor during oral presentation practice and also during the development of original sets of materials/lessons/assessments.

Assessment methods

From year 2023-2024, assessment will take place in the form of an ORAL EXAM on workshop topics.

In order to pass (for the methodological and mixed path) students must demonstrate a good command of the English language (almost level B2), but above all confident command of grammar and syntax at A2 level, as well as pronunciation. Other requirements include: ability to elaborate activities based on picturebooks and storytelling; a good command of key principles related to the use storytelling (e.g. choosing suitable texts, analysing their language and its relationship with illustrations).

Exam questions will revolve around the above topics.

Answers to exam questions should represent original and creative contributions. At the beginning of the workshops, students will be provided with an assessment sheet, which will be used to assess exams and collective presentation practice in class.

There is no salto di appello.

The final mark will be IDONEO/NON IDONEO (PASS/FAIL). There is no need for students to accept the result on Almaesami.

In order to take the exam, it is absolutely necessary for students to have enrolled on Almaesami. It is not possible to take any exam without formal enrolment. In case of problems with the enrolment process, students MUST CONTACT THE UFFICIO DIDATTICO BEFORE THE ENROLMENT DEADLINE. Once the enrolment lists are closed, no more students can be added.

Teaching tools

Power point presentations

Text analysis

Films, audio-books, videos, flashcards.

Office hours

See the website of Licia Masoni