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s upporting o ral n arrative d evelopment of kindergarten e nglish l anguage l earners u sing m ultimedia storybooks. Sha Yang Learning, Design & Technology College of Education Purdue University [email protected] Minchi Kim Associate professor in Learning, Design & Technology

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supporting oral narrative development of kindergarten englishlanguage learners using multimedia storybooks

Sha Yang

Learning, Design & Technology

College of Education

Purdue University

[email protected]

Minchi Kim

Associate professor in Learning, Design & Technology

College of Education

Purdue University


Research questions
research questions

  • How could teachers of English as a Second Language use multimedia storybooks to foster oral narrative development of kindergarten English language learners (ELLs)?


R ationale for this paper
rationale for this paper

  • The National Literacy Panel on Language Minority Children and Youth has identified English oral proficiency as a critical area for language-minority children (August & Shanahan, 2006).

  • Narrative ability facilitates oral language skills and precedes literacy for bilingual students (August & Shannahan, 2006; Oller & Pearson, 2002; Stadler& Ward, 2005).

  • In previous studies, children viewed multimedia storybooks alone without any support or interaction with adults in the form of questions or comments.

  • Lack of research on how teachers could use multimedia storybooks to support oral narrative development of ELLs.


T arget population
target population

  • Bilingual children can make significant progress in oral English from kindergarten to 1st grade (Uccelli & Páez, 2007).

  • Kindergarten ELLs’ oral English proficiency predicts their later English reading achievement (Kieffer, 2008).


What is multimedia storybook
what is multimedia storybook

  • Multimedia storybooks are electronic storybooks that “present children’s literature with text and illustrations similar to a traditional text and also include elements designed to enhance the reading experience for beginning readers” (Lefever-Davis & Pearman, 2005, p. 446).

  • Examples: Just Grandma and Me, Ugly Duckling, Alice in Wonderland, The Princess and the Pea, and Goldilocks and the Three Bears.

The pictures are retrieved from http://diabeteslight.com/a-poem-for-tuesday-the-princess-and-the-pea/ and http://ramadhaniwulansari.blogspot.com/2011/07/ugly-duckling.html respectively.


Why use multimedia storybooks for ells
why use multimedia storybooks for ells

  • Visual support

  • Verbal and nonverbal information conveyed simultaneously

  • Repeated encounters

  • Research has shown that both ELLs and non-ELLs benefit from viewing multimedia storybooks in emergent literacy development.


N arrative skills
narrative skills

  • Narrative is “one method of recapitulating past experience by matching a verbal sequence of clauses to the sequence of events which (it is inferred) actually occurred” (Labov, 1972, pp. 359-360).

  • Key dimensions of narrative skills include (Level & Sénéchal, 2011; Schneider, Dubé, & Hayward, 2005; Uchikoshi, 2005):

  • story structure

  • contextual knowledge

  • cohesion knowledge

  • evaluation

  • storybook language

  • syntactic complexity


Theoretical framework
theoretical framework

Plass and Jones’ (2005) model of second-language acquisition with multimedia


  • Apperception: select some verbal information and visual tools from all the material to draw learners’ attention and facilitate their comprehension of the whole material.

  • Comprehension: the processes of organizing words and images into verbal and visual models.

  • Intake: the integration of the verbal and visual models with multimedia-supported approaches.

  • Comprehensible output: use of language in meaningful contexts.


D ialogic reading
dialogic reading

  • A reading strategy that involvesdialogues between an adult and a child during book reading and prepares a child to be a story teller.

  • Main techniques

  • Using elaborative “wh-” and open-ended questions

  • Repeating child’s good answers

  • Modifying child’s utterances

  • Expanding his/her incomplete responses


Materials
materials

  • Multimedia storybooks

  • Story vocabulary words

  • Elaborative questions


T echnology supported esl class
technology-supported esl class

  • Apperception

    The teacher introduces vocabulary words with cards.

  • Comprehension

    The teacher reinforces vocabulary learning through raising

    questions using the images in the multimedia storybook.

  • Intake and comprehensible output

    The teacher uses dialogic reading techniques to raise elaborative

    questions about the story plot and respond to each child’s answers.


Future r esearch
future research

  • What modifications are needed to the proposed approach.

  • How to modify this approach for regular kindergarten program where both ELLs and non-ELLs will benefit from.

  • How to provide both native language support and English support in developing ELLs’ oral narrative ability.


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