The role of Picture book storytelling used with Realia

Juan Pablo Fuertes

Preschool EFLT

Why Children?

Why Master in ELT for

Self-Directed Learning?

“coach mi Mom me dijo que tomorrow ibamos a go a donde mi granma y que after that íbamos a ir a una house donde hay ghosts, pero yo digo que eso es una leyenda, que los ghosts no it´s not existen. Seriously que si coach?”

-Juan Ricardo

• Problem
• Theoretical framework: Listening, Vocabulary (AT), Autonomy, Picturebook Storytelling, Realia.
• Research design: Context, Participants, Instruments.
• Instruction design: Picture books, Lesson planning and Implementation.
• Result

BEFORE , none of the participants reached more than 60, of the 100 potential points available in the Pre-K Vision Pretest; 75 % scored less than 30/100, and the remaining 25% obtained between 40/100 and 50/100 points.

AFTER, there was a medial average growth of 51.7 points between the pre and posttests. According to the results obtained, 75% of the participants reached scores above 50/100 points and 25% of them obtained 20/100 and 50/100 points in the Pre-K Vision Posttest

Participant 1: " This game es muy chevre my friends and yo tambien nos guta el fluffy IPad "

Participant 7: I want hacer esto 10 mil veces más porque it is como ir de compras y yo don´t want que el coach go y tome las things que I compre”

Participant 2: “ I like to play mucho with my buddies porque aprendimos otras palabras in English, asi como mi primito que live en canada lo hace, and cuando el venga to visit le voy a decir que yo know English”

Teacher´s Journal

Date: November 15 2014

Allowing YLs to make choices over some of the features of the activities proposed for EFL class sessions, engage them in their own language learning process in the classroom and in other contexts. I believe the current study highlights the importance of bringing real objects into the EFL classroom and the need of considering YLs´ interests for planning purposes. With this research study the researcher discovered how powerful it is to support the aural input provided for EFL YLs with real objects. On the other hand, it is also essential that teachers promote settings where students can work autonomously without the teachers´ intervention.

• Start as soon as posible.
• Use what you have.
• Be Autonomous and Original.
• Love, Power, Freedom and Fun.

Drawings of:

Place...

Person...

I`m good at...

I want to learn..

Main Objectives

RESULTS

The role of Picture book storytelling used with Realia

in the EFL YLs´ Vocabulary acquisition

TEACHER´S JOURNAL

PRETEST - POSTTEST

To review and study the elements that must be included in the Final document of your Thesis Project by working collaboratively.

To experience the environment of the Classroom of Choice.

To witness the results of a research project applied in an EFL context with YLs.

OBSERVATIONAL CHECKLIST

REFERENCES

THEORETICAL FRAMEWORK

Problem

Teachers

RESEARCH DESIGN

VOCABULARY

LISTENING COMPREHENSION

Ahern, A. K., Bermejo, M. L. G., & Fleta, T. (2008). Holistic learning through stories:

Children's literature in the EFL classroom. In A. Poros, G. Lojová & P. Bezúch (Eds.), ELT in primary education (pp. 98-103). Bratislava: Z-F Lingua.

Albeeva, R., & Stranks, J. (2013). Listening in another language: research and materials.

In B. Tomlinson, Applied linguistics and materials development (pp. 199-211). London; New York: Bloomsbury Academic.

Alemi, M., & Tayebi, A. (2011). The influence of incidental and intentional

vocabulary acquisition and vocabulary strategy use on learning L2 vocabularies. Journal of Language Teaching and Research, 2(1), 81-98. doi:10.4304/jltr.2.1.81-98

Amiryousefi, M., & Ketabi, S. (2011). Mnemonic instruction:

A way to boost vocabulary learning and recall. Journal of Language Teaching and Research, 2(1), 178-182. doi:10.4304/jltr.2.1.178-182

Apthorp, H. (2006). Effects of a supplemental vocabulary programme in third

grade reading/language arts. Journal of Educational Research, 100(2), 67 - 79. Retrieved on March 8th, 2012 from http://www.eric.ed.gov

Atay, D. & Ozbulgan, C. (2007). Memory strategy instruction, contextual learning

and ESP vocabulary recall. English for Specific Purposes, 26(1), 39-51. doi:10.1016/j.esp.2006.01.002

WEEK 1-2

Class Observations, Intrument piloting and Pretest application

Bilingual

School

Listening comprehension is understood as an ability that “encompasses the multiple processes involved in understanding and making sense of spoken language” (Nadig, p. 1743, 2013).

WEEKS 3-6

Application treatment

WEEK 7

Postest application

Vocabulary is stored in the learner´s mind in a system called “mental lexicon”. It is very organized and looks like a web placing and interconnecting words in many different ways considering their characteristics. Consequently teachers working with YLs need to use a variety of strategies to introduce and reinforce new words within the EFL classroom; which means creating different contexts using diverse resources Thornbury (2007, p 92).

WEEK 8

Data Analysis

INSTRUCTION DESIGN

TEACHER´S JOURNAL

How does picture book storytelling when used with Realia increase the acquisition of nouns and adjectives amongst 4 year old EFL young learners at a private Bilingual school located in Chia, Cundinamarca?

QUANTITATIVE AND QUALITATIVE INFORMATION

- A Tally sheet was used to measure the students’ behavior and three possible alternatives were considered: outstanding, good, and poor.

- Comments regarding Autonomy.

Acquisition of Nouns and Adjectives

Picturebook Storytelling

Realia

Picture book story telling: A bridge to build safe communication grounds.

OBSERVATIONAL CHECKLISTS:

Type of Study: Mixed method Action research

Researcher’s Role: Teacher-Researcher

Context: Private bilingual school, Chía, Colombia

Participants: 12 four year old EFL YLs (6 boys and 6 girls)

Data Collection Instruments: Pretest and Posttests, Observational checklists and Teacher’s Journal

Data Collection Procedures: Data was collected at the pre-stage, the while stage and post stage of implementation.

EFL YLs

?

Sensory experience: Comprehension of nouns and adjectives.

QUANTITATIVE AND QUALITATIVE INFORMATION

-Amount of words

-Additional Comments

PICTURE BOOK STORY TELLING USED WITH REALIA

PRETEST AND POSTTEST

AUTONOMOUS LEARNING

10 AURAL DESCRIPTIONS:

QUANTITATIVE AND QUALITATIVE INFORMATION

10 Points each - Register of different types of responses.

Attention Span

L2 at home

New school

By the use of storytelling activities, important components that are part of literacy (Vocabulary knowledge) and comprehension skills such as grammar, syntax, and semantics can be developed (Duff, Fieldsend, Bowyer, Hulme, Smith, Gibbs, and Snowling, 2008).

Aural Description # 1: That´s not my train. Its windows are too shiny.

YL`s Response: ___________________________________________

Realia

Aural Description # 6: That´s my monkey. Its tummy is so fluffy.

YL`s Response: __________________________________________

According to Dornyei (2006, p. 153-174), there are different strategies that teachers can adopt in order to promote Autonomous Learning:

1- Allow learners real choices about as many aspects of the learning process as possible.

2- Hand over functions to the learners for cooperative work.

3- Adopt the role of facilitator.

“Realia consists of actual objects or items or facsimiles thereof, which are used in the classroom to illustrate and teach vocabulary or to serve as an aid to facilitate language acquisition and production” (Chiarantano, 2011, p. 1).

Multisensory Instruction