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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

slide9

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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