Elementary Students Learn English Through the Pedagogical Implementation of Short Stories
Cargando...
Fecha
2024-01-22
Autores
Director
Enlace al recurso
DOI
ORCID
Google Scholar
gruplac
Descripción Dominio:
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Santo Tomás
Compartir
Documentos PDF
Cargando...
Resumen
This study investigates the impact of implementing a pedagogical approach to teaching English as a Foreign Language (EFL) through short stories in post-COVID times with fifth-grade students at a private school in Bogota, Colombia. The research, conducted during quarantine, utilizes a descriptive qualitative methodology, analyzing data collected through surveys, class artifacts, and class newspapers.
The study emphasizes the dynamic and multifaceted nature of the language acquisition journey for EFL students, especially when utilizing short stories as a teaching tool. Short stories are seen as effective vehicles for language learning, providing a contextualized and authentic platform for students to engage with language in real-life contexts. This immersion enhances understanding of vocabulary, grammar structures, and idiomatic expressions, while the narrative format facilitates a more intuitive grasp of linguistic nuances.
Additionally, the implementation of short stories encourages active language use through reading, discussion, and the creation of narratives by students. This participatory element not only reinforces language skills but also promotes creativity and critical thinking.
The study suggests that short stories offer insights into cultural and social dimensions of language, allowing students to learn not only language rules but also gain understanding of cultural contexts, societal norms, and diverse perspectives embedded in the narratives. This cultural immersion contributes to a more comprehensive and authentic language learning experience.
In conclusion, the implementation of short stories in EFL classrooms is presented as a dynamic pedagogical strategy, creating a rich and immersive language learning environment. This approach aims to enhance linguistic competence while fostering a holistic understanding of language within its cultural and social contexts.
Abstract
This study aims to describe the impact of a pedagogical implementation reading through stories based on Action Research in post-COVID times with fifth-grade elementary students at a private school in the city of Bogota, Colombia This is a descriptive qualitative study conducted during the quarantine The data collected is analyzed using surveys, class artifacts and with the class newspapers.
The process through which English as a Foreign Language (EFL) students acquire language proficiency is a dynamic and multifaceted journey, particularly when facilitated by the strategic implementation of short stories. Short stories serve as compelling vehicles for language learning, offering a nuanced approach that engages students in a holistic language experience.
Firstly, short stories provide a contextualized and authentic platform for language acquisition. By immersing students in narrative settings, they encounter language in real-life contexts, fostering a deeper understanding of vocabulary, grammar structures, and idiomatic expressions. The narrative format also allows students to witness language in action, promoting a more intuitive grasp of linguistic nuances.
Moreover, the implementation of short stories encourages active language use. Through reading, discussing, and, critically, creating their own narratives, students actively apply and reinforce the language skills they are acquiring. This participatory element not only enhances linguistic proficiency but also nurtures creativity and critical thinking.
Furthermore, short stories offer a window into the cultural and social dimensions of language. Students not only learn language rules but also gain insights into cultural contexts, societal norms, and varied perspectives embedded in the narratives. This cultural immersion contributes to a more comprehensive and authentic language learning experience.
In essence, the implementation of short stories in EFL classrooms serves as a dynamic pedagogical strategy, fostering a rich and immersive language learning environment. This approach not only enhances linguistic competence but also nurtures a holistic understanding of language within its cultural and social contexts.
Idioma
spa
Palabras clave
Citación
Franco Menes, M. (2022). Elementary Students Learn English Through the Pedagogical Implementation of Short Stories. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.
Licencia Creative Commons
Atribución-NoComercial-SinDerivadas 2.5 Colombia