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Folktales, Fables and Fun for the language classroom Dr. Lori Langer de Ramirez lori@miscositas.com Chair, ESL & World Language Department Herricks Public Schools, NY ACTFL National Standards “the 5 Cs” Comparisons Develop insight into the nature of

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slide1

Folktales, Fables and Fun

for the language classroom

Dr. Lori Langer de Ramirez

lori@miscositas.com

Chair, ESL & World Language Department

Herricks Public Schools, NY

actfl national standards the 5 cs
ACTFL National Standards “the 5 Cs”

Comparisons

Develop insight

into the nature of

language and

culture

Communication

Communicate in

languages other

than English

Cultures

Gain knowledge

and understanding

of other

cultures

Connections

Connect with

other disciplines

and acquire

information

Communities

Participate in

multilingual

communities at home

and around the world

why use folktales
WHYuse folktales?

“…the great power of the story is that it engages us affectively as well as requiring our cognitive attention; we learn the content of the story while we are emotionally engaged by its characters or events.”

- Kieran Egan, Teaching as Storytelling

why use folktales4
WHYuse folktales?

“The use of literature designed for children in the target culture allows learners of the target

language to share

cultural experiences

and attitudes in a very direct way…”

  • Curtain and Pesola
  • Languages and Children,
  • Making the Match
slide5

WHYuse folktales?

Through the characters on the page, children are able to live out their worst fears and their fondest wishes. Valuable life lessons are conveyed through the stories which children readily absorb in a non- threatening and even enjoyable context.

-Bruno Bettelheim, The Uses of Enchantment

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WHYuse folktales?

Children do not learn about complex grammatical points by either making errors and then being corrected or through explicit instruction in grammar. The knowledge of specific grammatical rules "...is part of a child's biological endow- ment, part of the structure of the language faculty.“

“…about 99 percent of teaching is making students feel interested in the material.”

-Noam Chomsky, Language and Problems of Knowing

where to find stories
Where to find stories

the community

the Internet

print sources

travel

what to look for
What to look for…

culture

content

interesting

story

grammar

vocabulary

slide12

PRE-READING

  • Vocabulary preparation
    • - “magic box”
    • - illlustrated words
  • Prediction
    • - order story
    • - summary illustration
  • Story background
    • - realia - tradition
    • - author - geography
pre reading and prediction
Pre-reading and prediction

“Stories allow students to

anticipate and predict

thus involving

them in activity.”

(Barton and Booth, Stories

in the Classroom, 1990)

slide14

PRE-READING

Story background

Intro page:

Story origins

and geography links

Students click here to begin the story

slide15

READING

Students navigate the story by clicking on the left or right icons

slide16

POST-READING

  • Comprehension check
    • - factual questions
    • - opinion questions
    • - related personal questions
  • Story reviews
  • Performance
  • Creative writing similar story from own culture
  • find another story from target culture same genre story
post reading story reviews
POST-READINGStory reviews

Students review

the story with a “thumbs up” or a “thumbs down”.

Students summarize the story.

post reading creative writing
POST READINGCreative writing

Genre = Etiological tales, Pourquoi tales, Why-stories

“Why the Ocean Has a lot of Salt”

creating a curriculum unit
Creating a curriculum unit
  • Look at current curriculum
  • Determine links to
    • language
    • culture
    • content
  • Find folktale
  • Edit folktale
  • Build lessons & activities
stories are everywhere

Go out

and find them!

Stories are everywhere…

slide25

Questions?

Comments?

Ideas?