cspeak.world

https://www.youtube.com/@CultureSpeak

Assistant Professor of Teaching English to Speakers of Other Languages

Assistant Professor of Teaching English to Speakers of Other Languages Apply UA logo locations Fayetteville time type Full time Posted 9 Days Ago job requisition id R0043172 Current University of Arkansas System employees including student employees and graduate assistants need to log into Workday on My Apps. Simply enter "Find Jobs" in the Workday search bar to view open positions. All Job Postings will close at 12:01 a.m. CT on the specified Closing Date (if designated). To view the job posting closing date please return to the search for jobs page. If you close the browser or exit your application prior to submitting, the application process will be saved as a draft. You will be able to access and complete the application through “My Draft Applications” located on your Candidate Home page. Type of Position: Faculty - Tenure/Tenure Track Job Type: Regular Work Shift: Day Shift (United States of America) Institution Name: University of Arkansas, Fayetteville Founded in 1871, the University of Arkansas is a land grant institution, classified by the Carnegie Foundation among the nation’s top 2 percent of universities with the highest level of research activity. The University of Arkansas works to advance Arkansas and build a better world through education, research and outreach by providing transformational opportunities and skills, promoting an inclusive and diverse culture and climate, and nurturing creativity, discovery and the spread of new ideas and innovations. The University of Arkansas campus is located in Fayetteville, a welcoming community ranked as one of the best places to live in the U.S. The growing region surrounding Fayetteville is home to numerous Fortune 500 companies and one of the nation’s strongest economies. Northwest Arkansas is also quickly gaining a national reputation for its focus on the arts and overall quality of life. As an employer, the University of Arkansas offers a vibrant work environment and a workplace culture that promotes a healthy work-life balance. The benefits package includes university contributions to health, dental, life and disability insurance, tuition waivers for employees and their families, 12 official holidays, immediate leave accrual, and a choice of retirement programs with university contributions ranging from 5 to 10% of employee salary. Below you will find the details for the position including any supplementary documentation and questions, you should review before applying for the opening. If you have a disability and need assistance with the hiring process, please submit a request via the Disability Accommodations | OEOC | University of Arkansas (uark.edu) : Request an Accommodation. Appli­cants are required to submit a request for each position of which they have applied. For general application assistance or if you have questions about a job posting, please contact Human Resources at 479.575.5351. Department: Department of Curriculum and Instruction Department's Website: https://cied.uark.edu/ Summary of Job Duties: The Assistant Professor of Teaching English to Speakers of Other Languages is a 9-month tenure track faculty position. The Assistant Professor of Teaching English to Speakers of Other Languages will be expected to perform the following duties and responsibilities: conduct research both individually and in collaboration with other faculty; publish the results of scholarship in refereed journals; obtain external funding to support research and curriculum development endeavors; develop and teach graduate and undergraduate level courses on the Fayetteville campus and online; participate in student advisement and mentoring, including service on graduate student advisory and dissertation committees; engage in community outreach with culturally and linguistically diverse populations; collaborate with P-12 schools such as through offering professional development or programmatic support; and provide service to the department, college, university, community, and profession. Regular, reliable, and non-disruptive attendance is an essential job duty, as is the ability to create and maintain collegial, harmonious working relationships with others. Qualifications: Minimum Qualifications: An earned doctorate by August 2024, from a nationally recognized university in English as a Second Language, educational or applied linguistics, or a closely related field from an accredited institution of higher education Demonstrated research interest in culturally responsive pedagogy Evidence of teaching culturally and linguistically diverse students for at least one year Evidence of scholarly productivity Preferred Qualifications: Scholarly presentations and/or publications in the areas of education, ESL/bilingual/multicultural education, or related disciplinary areas At least two years of experience in a P-12 US school setting with linguistically diverse students Experience working in culturally and linguistically diverse settings such as study and/or teaching abroad Evidence of collaboration with P-12 US educators such as through successful curriculum and/or professional development Documented evidence of successful teaching at the college/university level Experience in the development and implementation of online education courses offered by a college/university Experience working with dual language immersion programs. Experience in grant writing, managing grants, and/or grant evaluation. Experience working with international students and communities Additional Information: Salary Information: Commensurate with education and experience Required Documents to Apply: Cover Letter/Letter of Application, Curriculum Vitae, List of three Professional References (name, email, business title), Statement of Research Philosophy, Statement of Teaching Philosophy Optional Documents: Proof of Veteran Status Recruitment Contact Information: Dr. Janet Penner-Williams, Associate Professor, jpenner@uark.edu Dr. Alissa Blair, Assistant Professor, ab139@uark.edu All application materials must be uploaded to the University of Arkansas System Career Site https://uasys.wd5.myworkdayjobs.com/UASYS Please do not send to listed recruitment contact. Special Instructions to Applicants: Completed applications received by 01/22/2024 will be assured full consideration. Late applications will be reviewed as necessary to fill the position. Pre-employment Screening Requirements: Criminal Background Check, Motor Vehicle Reports Check, Sex Offender Registry The University of Arkansas is committed to providing a safe campus community. We conduct background checks for applicants being considered for employment. Background checks include a criminal background check and a sex offender registry check. For certain positions, there may also be a financial (credit) background check, a Motor Vehicle Registry (MVR) check, and/or drug screening. Required checks are identified in the position listing. A criminal conviction or arrest pending adjudication or adverse financial history information alone shall not disqualify an applicant in the absence of a relationship to the requirements of the position. Background check information will be used in a confidential, non-discriminatory manner consistent with state and federal law. The University of Arkansas seeks to attract, develop and retain high quality faculty, staff and administrators that consistently display practices and behaviors to advance a culture that embeds inclusion, opportunity, educational excellence and unparalleled access for all. The University of Arkansas is an equal opportunity, affirmative action institution. The University does not discriminate in its education programs or activities (including in admission and employment) on the basis of age, race, color, national origin, disability, religion, marital or parental status, protected veteran status, military service, genetic information, or sex (including pregnancy, sexual orientation, and gender identity). Federal law prohibits the University from discriminating on these bases. Questions or concerns about the application of Title IX, which prohibits discrimination on the basis of sex, may be sent to the University's Title IX Coordinator and to the U.S. Department of Education Office for Civil Rights. Persons must have proof of legal authority to work in the United States on the first day of employment. All application information is subject to public disclosure under the Arkansas Freedom of Information Act. Constant Physical Activity: Talking Frequent Physical Activity: Talking Occasional Physical Activity: Talking Benefits Eligible: Yes

AmericanSignLanguage

Grammar for ASL American Sign Language

https://www.youtube.com/@CultureSpeak

https://www.youtube.com/@CultureSpeak

Visit us on YouTube @: https://www.youtube.com/@CultureSpeak

Visit our YouTube channel@ :https://www.youtube.com/@CultureSpeak

Stories for Language Learning

http://storiesforlanguagelearning.blogspot.com/

Culture Speak International, Academy of Living Languages

Learning language to learn culture and learning culture to learn langauge... Language is best learned when there's practice, practice, practice, and feedback. https://youtu.be/sXHlbxa4WIY

COLOR MUSIC Choir

COLOR MUSIC Children's Choir singing: Something Just Like This by The Chainsmokers & Coldplay https://youtu.be/2LBBaD1aQuw

The Very Hungry Caterpillar by Eric Carle

The Very Hungry Caterpillar - Animated Film https://youtu.be/75NQK-Sm1YY English French La Chenille Qui Fait Des Trous (de Eric Carle) https://youtu.be/xBpHkMgWld8 Spanish LA ORUGA MUY HAMBRIENTA | THE VERY HUNGRY CATERPILLAR | CUENTOS INFANTILES | READ ALOUD BOOKS https://youtu.be/XeP8oyOEFSU Portuguese THE VERY HUNGRY CATERPILLAR - PORTUGUÊS PARA CRIANÇAS Era uma maravilhosa Borboleta. E colori colorado, está este conto acabado. https://youtu.be/KmlVabFx3Gk

Language Teaching Methods: A Conceptual Approach

Language Teaching Methods: A Conceptual Approach January 2015 Authors: Ifeanyi Ugwu Federal College of Education Obudu

The Nutcracker

Performances of the ballet, The Nutcracker(Pytor Tchaikovsky (1840-1893) are popular in the United States, and across the world at this time of year. In some ways, the performance is beyond words. But we try anyway. What a great way to use/exercise our language! Children (and adults too!) can study the story beforehand, learning new words in the target language. After experiencing the dance, students can research vocabulary to express how the dance made them feel and think. And the learning shouldn't stop there. Combining dance with storytelling is electric. If I could dream of an ideal semester of language teaching- I would include performance after performance of various genres all to experience and then to share ideas about in both spoken and written form! History/Synoposis: https://www.sjsu.edu/people/gordon.haramaki/courses/appreciation/s0/15.-Nutcracker.pdf Performances: https://cuballet.com/

You're a Star

You're a STAR You're a STAR S.T.A.R. [Video]

Dr. Dinah Armstead, Itinerant ESL Teacher, Multilingual Educator (French, Spanish)

Dr. Dinah Armstead, Itinerant ESL Teacher, Multilingual Educator (French, Spanish) URBANA SCHOOL DISTRICT 116 Wiley School Thomas Paine School

Culture Speak Institute International

Stories

French, Spanish, ESL

Happy New Year 2022 !!!

Bonjour

Return here for Language & Culture updates...

Studying Abroad can be done at any age

Did You Know? Study abroad scholarships and grants are available from a variety of sources. I studied abroad my third year of university. But did you know there are just as many grant programs available for graduate students? Also, there's money to study abroad for working Professionals. It's well worth a search to see all that's available. For example, one could teach or do research with a Fulbright. Also, check out the U.S. Department of Education. Story: Fulbright Alumnus

Chambana Kids' Spanish courses - summer 2021- Apply now!

Dynamite Spanish Classes in Champaign-Urbana for children 4th-6th grades. https://dynamitelanguage.blogspot.com/

Culturespeakintl.com

www.culturespeakintl.com

Dynamite Life

Feliz año nuevo !!!

!!! سنه جديده سعيده
新年快樂 ！！！
Bonne année !!!
Heri ya mwaka mpya !!!
புத்தாண்டு வாழ்த்துக்கள் !!!

Tour the Countries of the World Song

Tour All the Countries of the World

The Jester and the Stranger's Language

The Jester and the Stranger's Language
By Swapna Dutta; Illustrations by Sudheer Nath

There was a King in a far away land who loved getting to know and interacting with his citizens. One day, there was a man who came to court whose background was unknown. No one could guess because he spoke several languages flawlessly. His job was to read aloud the scriptures to the King, which he did in perfect Sanskrit. He became known simply as, "The Scholar". The King was curious as to the Scholar's origins and so one day, he seeks the help of his wise Jester who eventually finds the truth out by sneaking into the Scholar's home at night and then stepping on the Scholar's toe in the dark, thus prompting the startled Scholar to cry out in his own language. The King, the Scholar, and the Jester become friends.


The Jester and the Stranger's Language by Swapna Dutta; Illustrations by Sudheer Nath . Pitara kids network. Web 4 February 2011.
< http://www.pitara.com/talespin/folktales/online.asp?story=62&page=1 >

Audience This is not quite a story for younger audiences because there isn't much action. Rather, the interesting thing about the story is its subtlety. It makes one think about the intricacies of language. So, younger audiences would not appreciate the subject matter. It's perfect for adults, and particularly good for people interested in learning other languages.

Why did I choose to tell this story? From its title to the story's plot, this story caught my eye because I’m a language teacher & learner and it’s every language learner’s dream to learn a language so well that no one can tell that it’s not your language.

For the language classroom:
This is not a "Ha-Ha" story, but it is an interesting one. It went over very well in the ESL classroom. They readily predicted and could identify with its ending. Some of the suggestions given to me in our storytelling class that I'll need to heed are- Make the "discovery" more into a moment -say something like, " and the jester got what he came for." Also, make the final scene of the story in the throne room more clear. With retelling the story, I decided to have the Jester simply arrive early the same day and "whisper" something to the king.

“The Trap”

“The Trap” takes place back in the days when animals could talk and humans listened. One day there was a drought in the land, so all the animals are gathered around a water hole. Leopard, however wasn’t pleased because he was having no success on catching dinner. So, as he scanned the trees for some likely prey, he accidentally fell into a trap – a hole from which he could not escape. He calls for help to squirrel who decides to help him by bending a long branch into the hole. Leopard promises to be Squirrel’s friend, but soon forgets that promise and tries to eat Squirrel. About that time, Old Man Elephant comes by and Squirrel calls out for help. Old Man Elephant, upon hearing the story, begins to laugh and says, that it could never have happened that way. Both the Leopard and Squirrel insist that this is the case, so the Elephant challenges them to recreate the scenario which they do with the Leopard jumping back into hole. Before the Squirrel can bend the branch into the hole again, the Elephant stops him and says they will leave the Leopard in his hole because, “A Leopard cannot change his spots”.


"The Trap"
Elder Tales: Stories of Wisdom and Courage from Around the World by Dan Keding (p. 141).
I chose this story because I've always been into "trickster" tales. It's appropriate for children, around 8 through Adult. I had the opportunity to tell this story to a 9 year old and she loved it. It was the first story I told for the storytelling class, and I had trouble adapting an ending. At this particular telling of it for the 9 year old, I forgot what my latest ending would be, so, when I couldn't remember my next line, I used a technique from "A Crash Course in Storytelling": I asked my audience, "What do you think Old Man Elephant said?". And she responded instantly and beautifully, "You shouldn't break your promises". It fit so well with that particular telling of the story, that I simply praised her saying, "That's right!" and she beamed and I was relieved.

The Frog Princess: A Tlingit Legend from Alaska

Kimmel, Eric A, illustrated by Rosanne Litzinger. The Frog Princess: A Tlingit Legend from Alaska. New York: Holiday House, 2006. Print.

Kimmel, Eric A, and Rosanne Litzinger. The Frog Maiden: A Tlingit Legend from Alaska. New York: Holiday House, 2005. Print.

Smelcer, John E. A Cycle of Myths: Native Legends from Southeast Alaska. Anchorage: Salmon Run Book, 1993. Print.

Johnson, Andrew P. Kiksadi Dog Salmon Legend. Anchorage, Alaska: Alaska Bilingual Education Center of the Alaska Native Education Board, 1975. Print.

The Girl Who was Taken by the Frog People" in John E. Smelcer's collection A Cycle of Myths: Indian Myths from the Southeast Alaska (Anchorage: Salmon Run Press, 1993).
Tlingit Myths and Tests (Bureau of American Ethnology, 1909).

Grimm, Jacob, Wilhelm Grimm, and Fanu B. Le. The Frog Prince and Other Stories from Grimm's Fairy Tales. London: Review of Reviews Office, 1897. Print.

Synopsis: Suitor after suitor travels to the Tlingit (KLINK-it) village hoping to marry the headman's beautiful daughter, but she says she'd rather marry a frog from the lake than any of those men. Then, later she gets a visit from a poor, strange yet handsome man. He asks her to accompany him to the lake and he leads the way into the water, taking hold of the water as if it were a blanket, down a long staircase where she meets the king of the frogs and the frog people. She finds the Frog People all very handsome. She enjoys her visit and eventually stays.
Meanwhile, the princess' father is besides himself with grief at the loss of his princess. He doesn't know where she's gone until he gets a message from a man who tells the king that he heard a woman's voice singing by the water. The king goes to find out the she is with the frogs. He demands her return, but the frog people say she is happy there and has married and has children. But the king threatens to come and destroy the frog kingdom, so they return the princess. But she is sad. She seems like she is in good health, "though her eyes bulged slightly and her fingers had grown unusually long." She doesn't speak, so the king elicits the help of a special healer who cooks a stew for her. When she eats it, she throws up what's been inside her -things that frogs would eat. She regains her voice, but says to her father that she was happy there and wants to return. Her father tells her she cannot. Then one day, the princess returns to the frog people and all the frog kingdom moves so that the king cannot find them. But one day a man hears a song near a lake and a the princess tells him to let her father know that she is happy and she is with her husband and her children. So the man goes and tells the king. The man went back but did not see her again. He rested on the bank of the water, the frogs croaked and peeped , as frogs do, but when he shut his eyes and listened closely, he understood what they were saying because they were speaking Tlinglit.


I would probably tell this more like a literary tale, staying very close to the written story in order to respect the storytelling traditions of the Tlingit people.
This would be interesting for children through adults. It would useful in the language learning classroom, just to discuss feelings about what it means to leave one's world behind (forever) to live in another culture/environment. Analogies can be drawn to the challenges of living in a different culture for school/work/long-term.

The author heard this on his first visit to Sitka, Alaska in 1995. It's a transformation tale from human to animal and animal to human. Another group of transformation stories are the "Beauty and the Beast" stories, like, "East of the Sun, West of the Moon" [Sherman, Josepha., eds. Once Upon A Galaxy. Little Rock : August House, 1994.]

Why Ants Can Be Found Everywhere in the World

This is the story of how it came to be that ants are are able to be found living almost everywhere on the planet. Lion, King of the Animals, wanted one of every animal to come honor him. One of every animal makes their way to Lion to bow before him. In the end they are awaiting the arrival of one...Ant. It takes Ant the longest to get there, because he is so small. When he does arrive the others mock him. Once the Queen Ant hears he was treated poorly, she wants to punish Lion and asks her friend worm to crawl in his ear. The worm agrees, crawls into Lions ear when he is sleeping, and wiggles. This tickles Lion so badly he cannot concentrate on anything. He asks the other animals to help get whatever is in his ear out, but no one is small enough. That is, until he remembers ant. Ant comes and tells worm he can come out and thanks him for his help. Lion is so thankful to Ant, so he rewards the ants by allowing them to live wherever they want, which is why ants can be found almost everywhere!


Hamilton, Martha and Mitch Weiss. How and Why Stories: World Tales Kids Can Read and Tell. Little Rock, AK: August House, 1999.

Yoe, Shway. The Burman: His Life and Notions. London: Macmillan and Co., 1910. Page 568.

This story fits best with younger children, though when prefaced that way, adults in the language class room can enjoy it too. It actually allows the learners to use vocabulary about animals, mannerisms, sounds, which sometimes differ in different cultural contexts and might serve as an interesting classroom discussion topic. I did have the chance to perform this story somewhat cross-culturally- at the Spanish-English Bilingual Story hour at the Urbana Free Libary. I included a lot of acting out the animals time and even prompted children with questions like, "Can anyone walk like a penguin" (I threw in penguins because I happen to like the way they waddle. The kids seemed to like it too). I recounted the story in English with help of a Spanish interpreter for whom I paused after every 1-2 sentences or complete thought. For an adult ESL audience, I would not have them do the actions, but I may still do them myself to add to the story.

The Snake Chief

Nandi was a very poor widow, raising her daughter in a small village in South Africa. But she was creative- she and her daughter worked in the fields. There was a tree called the umdoni tree that bloomed beautiful flowers in summer. In the autumn, when the leaves from the tree's blossoms died, she collected the umdoni tree's purple and sweet berries and traded them with her neighbors for strips of dried goat meat.

One day Nandi went down to the river to gather umdoni berries, but there weren't any to be found. Then suddenly she heard this hissing of a snake and she looked up and saw a green-gray one wrapped around a tree and he was eating all the berries, which he had taken. "Oh, Snake, you are stealing all my berries," Nandi exclaimed. "I won't have any to exchange for meat if you take all my fruit". The snake hissed again, and stuck out its tongue. He slithered down the tree trunk, getting so close to Nandi that she wanted to run, but she knew if she did, she wouldn't ever get her berries back.

The snake demands something in exchange for the berries, then he suggests Nandi's daughter. Nandi, afraid, agrees and receives her basket back, full of berries. On her way home, she realizes what a dreadful mistake she has made and is determined to lose the snake so that it can't follow her home. However, though she travels through shallow water, over rocks, and the like, she is not careful enough and she leaves a tiny bit of material from her skirt caught on a tree, and three beads from her ankle bracelet lying on the ground along the way. When she gets home she exclaims to her daughter her mistake and burst into tears. The Snake is able to follow her home and when he arrives, Nandi cries, "No!, No!, I can't give you my daughter." But the daughter tells her, "A promise is a promise" and she agrees to marry him. The snake comes to live with them, and the daughter makes a bed for him out of blankets. During the night, Nandi is awakened, but she doesn't know why. She hears voices and she quietly goes to spy on her daughter who she sees from a distance beading a wedding necklace and talking to a handsome, young man of great stature and presence talking gently with her daughter in a deep, calming voice. When Nandi spies further, she sees that on the bed made from blankets, there is a long coiled, green-gray skin. At once, she snatches it up and flings it into the fire. "The spell is broken", he says when the two realize that Nandi has come. "Because a kind, virtuous girl took pity on me". Nandi's daughter, and the Chief's son get married and give Nandi a grandson and two granddaughters.

Pitcher, Diana, "The Snake Chief", Nelson Mandela's Favorite African Folktales
WW. Norton 7 Company (pp.26-28.)

The Snake Chief. Wellington [N.Z.: A.H. & A.W. Reed, 1960. Print.

Arnott, Kathleen. African Myths and Legends. New York: H.Z. Walck, 1963. Print.

This is similar to other 'stories of transformation'.
This story would be accessible to school-aged children and up. I could certainly use it for my ESL class. I have a friend who studied in South Africa, and who readily recognized this story as one that is told among people living in South Africa. To adapt this story, I would look try and describe the fruit involved- and may ask audience members to describe fruits that are unique to their countries.
In the author's notes, it states that this is from Zululand and that the snake is a mystical creature and a popular motif in many African tales.

This is another story of transformation and is similar to stories such as "The Frog Prince", where the girl first decides to wed the creature who then ends up coming out of the spell he was in and being transformed back into a handsome prince/chief's son to marry.

The Sword of Wood

Once there was a king who wanted to find out the secret of happiness, so he dressed himself in pauper's clothing and went to visit the poorest parts of his kingdom. He came upon one of the smallest, poorest houses he'd ever seen from which he heard a curious sound. There was a fiddle and a man singing a joyous song. He knocked on the door and the man invited him in to a meal and an evening of wonderful songs. He asked what the man did and he answered he repaired shoes. By the end of each day, he would earn enough to buy food for a delicious meal. He was a man of great faith, and each day he lived earning just enough money for sustenance that day. The king was amazed at this, but secretly wondered what this man would do if he outlawed shoe repairing. The next day the king did just that. Then later that night, curious, he returned to the little house to find the man was singing and rejoicing again. He invited him in once again to share his meal. When the king asked, he found out that the man, upon discovering that his profession had been outlawed, went and found another profession- this time, chopping wood. But the king, curious to continue his experiment outlawed that profession, and the next and the next and each time he returned to the little cottage to find that the man of great faith was still happy. Finally, the man decided to talk to the king's guards and get a job there, for he thought, "The king could never outlaw his own guards." And each day, he made enough for a hot meal. Then the king, knowing he couldn't outlaw his own guards decided to tell the head guard to only pay everyone once a month. Then the king dressed again in a pauper's clothing, knowing that the man had not gotten paid at the end of the day, visited the house again. But, it was exactly the same as before. The man explained that when he got the news of being paid once a month, he decided to pawn the blade of the sword for money for food, and at the end of the month when he got paid, he would replace the blade. The king thought of what he might do, so the next day he called all his guards to the courtyard. Before him knelt a man to be executed. He called the man of great faith forward and asked him to do it. The man thought for a minute, with all the people of the kingdom looking on. Then he raised his head toward the sky and he said, "I have always had great faith. If this man is should be killed, then let him be killed. But if he should not, may my sword be turned into wood". Then he pulled out his sword and all the people were amazed to see that it was made out of wood! The king himself, knowing what had happened, couldn't help but laugh. He revealed himself as the poor man who had been visiting him night after night, then he appointed him as one of his royal advisors. When he did, the man of great faith accepted and said he only had two requests: 1. That he be paid everyday and 2. That the king never outlaw his profession again.


Best-loved Stories Told at the National Storytelling Festival. Jonesborough, Tenn: National Storytelling Press, 1991.

Chesterton, G K. The Sword of Wood: A Story. London: E. Mathews & Marrot, 1928.

Lipman, Doug. "The Sword of Wood." The Hasidic Stories Home Page. Doug Lipman, 1997.Web. 28 Apr. 2011. http://www.hasidicstories.com/Stories/Nachman_of_Bratslav/sword_wood.html

Patai, Rapheal. Gates to the Old City: A Book of Jewish Legends. Detroit: Wayne State University Press, 1981.

This story is great for older kids and adults. There's a bit a repetition. It would be great for the language learning classroom, with lots of potential for retelling. As an activity we could read different versions of the story and then students could create their own. Also, in re-writing the story, students would have a chance to feature the grammar points the class is covering.

Ocelot, Jaguar and Lion

Two children, Pedro and Elena lived with their father who was a widower close to a mountain. Not far away lived a young woman who kindly gave the children honey wafers every time they passed by. The children begged their father to marry her, but he said, "No. First the honey, then the vinegar". Finally, they pleaded so much that he relented and married the woman. They were happy at first, but then the woman began to complain about the children. One night she told him she wanted him to abandon them someplace far away. Pedro overheard this, so he prepared himself. He gathered up in a sack ashes from the fireplace. The father told the children he would take them on a journey to gather firewood. He walked with them deep into the woods. Then he told them stay where they were and he would return. But he didn't. However, Pedro had dropped the ashes all along the way, do the two children followed the trail back to the house. The father was happy, but his wife was furious. She told him he must make sure to abandon them this time. The father tried the same thing as before, but this time Pedro had only taken corn with him and when he looked, he realized that birds had eaten all of the corn, so the children were lost.
Pedro and Elena finally stumbled upon a little house in the woods where a woman who was half blind lived. At first they were able to get food from her house without her noticing, but then she discovered them. When she did, she fed and fed them everyday and would ask Pedro to give her his finger. But each time Pedro presented a thin mouse's tail to the old woman who was really a witch. Then one day when she asked, Pedro had to hold out his finger because he had lost the mouse's tail. She exclaimed how plump they had gotten and sent them off into the woods for her huge oven. But while they were out, the met a woman in the woods who spoke to them and when she found out what they were doing, she told them they were going to be baked and eaten. To escape, she told them to trick witch. Pedro and Elena went back and when the witch asked them to dance in front of the oven, they said they didn't know how and asked if she could show them. So the old witch danced and the children pushed her in. As they had been instructed by the nice woman in the woods, they took the witches ashes and made three piles which turned into dogs, Ocelot, Jaguar and Lion who would be their protectors.
Now that they were free, they began a journey. As they could see a town they were approaching in the distance, they stumbled upon a sad princess sitting on the edge of a river. There was a seven headed serpent who had been devouring the young ladies from the town. Now it was the princess' turn. The sad King had made a declaration that whoever could save his daughter would win her hand in marriage. Pedro decided to try and save the princess. He waited for the creature to appear and when it did, he fought bravely, along his side Ocelot, Jaguar and Lion came to help. They defeated the creature. The king's daughter thanked Pedro for saving her life and she ran off to tell her father everything. After she left, Pedro cut the 7 tongues out of the creature's 7 mouths. Then he went to make himself suitable to present himself to the king. Not long after he left, a villager came upon the scene. He took the dead creature with him and walked all the way to the king's court and demanded to see the king. He told him he had killed the creature and now had come to marry the princess. The princess, seeing that this was not the man protested, but her father said he had to keep his promise. The man asked that the wedding arrangements get underway immediately so that they could get married that day. Just then, Pedro arrived in the court and saw all the commotion. He asked that the king be told that the man who saved his daughter had arrived. The king came out with his daughter and the impostor. The princess said that Pedro was the true hero, but the king asked Pedro to prove he had been the one to kill the creature. Pedro asked the impostor to open their mouths. Pedro brought out the tongues and everyone gasped and realized that he had been the one to slay them. Pedro and the princess got married and lived happily ever after.

Dearden, Carmen D, Susana Wald, Beatriz Zeller, and de C. P. Almoina. Little Book of Latin American Folktales. Toronto: Douglas & McIntyre, 2003.

Abeyà, Lafontana E, and Cristina Losantos. Hansel and Gretel =: Hansel Y Gretel. San Francisco: Chronicle Books, 2005


This Latin American story shares some elements with Hansel and Gretel. It would be a good story for about third and fourth grades. Also, I could just tell part of the story. The story has about three distinct parts- first the children and the widower, then the children in the house of the witch, and finally the young man who rescues a princess.

Tortoise and the Hare II

Think you know the story of the Tortoise and the Hare? Think again!

The race was to be between the Tortoise and the Hare. The slowest creature versus the fastest.
"Care to make it interesting?" the Tortoise asked the Hare.
" I have a twenty dollar bill that says I'll win".
"You're on!" replied the Hare.
To prepare for this race, Tortoise sought the help if a couple of his friends. They came up with a plan and positioned themselves all along the course of the journey to await the arrival of the hare. Not long after the race began, the hare noticed something on the side of the road. It was a five dollar bill. He was so fast, he knew he could run over, grab it, and then continue the race. But when he got there, he saw another further out. He went to grab that one. And so it went another five, and then another, and then,twenty more times, -each time getting him farther and farther from the track. Finally, when he didn't see any more money, he ran back to the race. Tortoise, who'd been moving at his slow speed, but steadily had advanced quite a bit. However, Hare, knowing that he would eventually catch up to him because of his speed was steadily gaining on him. That was until he noticed a beautiful female bunny on the side of the road. He went over to investigate. The female bunny was a very nice person (the tortoise's friends had invited her) and it turned out she was single. So, Hare took quite a bit of time this time, getting to know her, finding out about all they had in common, etc. Meanwhile, Tortoise advanced nicely. Hare realized that he was still in a race, so he explained to his new girlfriend that he just needed a moment to go and win the race. She agreed to go with him, which slowed him down slightly, but he didn't mind. He was making gains on the Tortoise when off to the sidelines, Hare and Bunny noticed a magnificent meal laid out on a grand table with candlesticks. They both went to investigate, and a a sign said, "Please help yourselves", they did. They ate and drank and had a great time. The tremendous meal actually made them sleepy, so they took a nap. When they awakened, Hare, remembered again he had a race to finish, so off they went. He wasn't worried, but he always wanted to finish what he started. He and Bunny hopped very fast. They could see ahead of them Tortoise about to cross the finish line. Tortoise looked over his shoulder at the two in the distance quickly approaching. He turned forward again and took his last few steps to cross over the finish line. He had won! He smiled. His Tortoise buddies who had planted the money, meal and invited the bunny had driven there to greet him and congratulate him. Moments later, Hare and Bunny sped across the finish line. But it was too late,
Tortoise had already won.
"I won" announced Tortoise. "You owe me twenty dollars. Ha, what you didn't know was that my buddies planted all those distractions- and you fell for it! That's why I'm the winner."
"You're right, you did win". answered Hare. "But I'm happy to say that I'm $100 richer, I had just enjoyed a terrific meal, and, most importantly, I found the love of my life. By the way, "Are you ready for a rematch"?

The moral of the story, "Winning isn't everything".


Kramer, Jack H. Tortoise and the Hare II. 2001. Print. (Never Published)

The Tortoise and the Hare. Teacher Created Materials, 2008

Ward, Helen, and Aesop. The Hare and the Tortoise: A Fable from Aesop. Brookfield, Conn: Millbrook Press, 1999.


I heard the Kramer version of this classic tale in our Storytelling class and was blown away. In the traditional tale, the moral usually is something like, " Slow and steady wins the race". The basic idea is to be persistent and stay on track, and you can win the race against those who think they have all the time in the world." However, THIS IS NOT THAT STORY. In a remarkable turn of events, we actually learn from this version that, "Winning isn't everything".
Because of the turn of events, I believe this story should be told to middle to high school and up (adults). Because of the nuances involved, adults probably will enjoy it the most. In language learning classroom, it lends itself to being told and retold in order to elicit different "lessons".
When using the, "The Tortoise and the Hare. Teacher Created Materials" version, the script is designed to be acted out. Roleplaying is a very useful skill in a classroom and it's really the "next step" after Storytelling, as everyone collectively tells a story through action. I might also adapt the Kramer version to into a role play as well.

Red Lips

I added this one in order to add a little variety in our language learning stories.

Mary, a young girl has moved to a new house in a new town with her family. In the new house, she is given her own room that she's excited about. That is, until the first night when she hears a "scratch, scratch" sound at her window. She pulls back the curtains to reveal a witch with a green face with warts, crooked nose, long, long skinny fingers and red lips. The witch speaks. She says, "Do you know what I do with my long, long fingers and my red lips?". "No!" screams Mary as she closed the curtain and hides under her blankets. The next night, the same thing happens again. Mary asks her mother about it, but her mother is not concerned. She just says, "Maybe we shouldn't have rushed you into your own room. Maybe you weren't yet ready". The next night, Mary again hears the, "scratch, scratch" sound at her window again. She doesn't want to open the curtain, but finally she does. The green witch is there again with her warts, her crooked nose, her long,long fingers and her red lips. She says, "Little girl, do you know what I do with my long, long fingers and my red lips?" This time, Mary tries to be brave and she cringes as she waits for what will happen next. Then the witch takes one of her long, skinny fingers, she lays it across her red, red lips, and then she moves it quickly up & down "blp.blp..blp..blp." (in a funny manner). THE END!


Baltuck, Naomi. “Red Lips.” Crazy Gibberish: and other story hour stretches from a storyteller’s bag of tricks. Hamden, Conn: Linnet Books, 1993. Print.

Horner, Beth. “The Mischievous Girl and the Hideous Creature.” Ready-To-Tell Tales: Sure-Fire Stories from America’s Favorite Storytellers, Ed. David Holt and Bill Mooney. Little Rock, Arkansas: August House Publishers, Inc., 1994. Print.

This Story would most be enjoyed by children, rather than adults. Because of the scary component, I wouldn't recommend it for the smallest children. I actually had W. come to visit my ESL classroom with this story. The adults enjoyed it, but I think children would appreciate the ending much more. The more acting/pantomime used in the delivery of this story, the better, as the suspense builds (which is how W. beautifully delivered it).

Uncle Walter Goes Dancing with Bears

Clip from an ESL classroom presentation

Clip from an ESL classroom presentation
Starring Miriam...
Uncle Walter Goes Dancing with Bears

In this adaptation, Miriam adapts the story- song, “Uncle Walter Goes Dancing with Bears”. The melody and chorus are from the original song. The very entertaining and lengthy talking bits, including a dancing “dip”, are all from the original mind of Miriam.

SYNOPSIS:

This is a story from the speaker’s point of view when she was a little girl. She has an uncle, her father’s brother, who has been rumored to dance with bears at night. It is stated that this is an improper thing for adults to be doing, and as such, the father the little girl invites Uncle Walter to come and visit with them for several days in hopes of breaking him from this awful habit. However, during the night, the little girl notices that Uncle Walter is not there, he has in fact gone dancing with bears.

Back at the house, the father continues to try unsuccessfully to ‘tame’ Walter by coaxing him with ice-cream, etc. But the bears all break in to whisk Uncle Walter away. On this particular evening, the Bears host the great “Bear Ball” to which all the species of bear are invited- Grizzly Bear, Polar Bear, Brown Bear, etc. Uncle Walter plays a trick on them and writes in the list, “Gummie Bears”, so that when attendance is called they are a “No Show”, and Uncle Walter chuckles.

The story is narrated by the niece of Uncle Walter and the chorus is one that intrinsically beckons the listener to "sing along... wa, wa, waltzing with bears...".
While ideal for younger children because of the repetitive chorus, I believe adults would also enjoy this song. So, in the next to the last week of the semester, I had Miriam. and W. visit my ESL class and Miriam performed this song for ESL adults. It went over very well. We were able to list the events of the story

Since I also play guitar, I thought this would be an interesting piece to add to my future file. I have purposely NOT viewed all the renditions yet of this story-song on You-tube because I want to have the chance to develop my own style, including possibly changing some of the music.

Stone Soup

Synopsis:
Tbree Monks from the east, Hok, Lok,and Siew are on a long journey. They arrive at one town only to discover that people are suspicious of each other and generally keep to themselves. They decide to help them by cooking their "Stone soup". They begin with a small pot and three smooth stones. When asked what they are doing by a child, they respond by saying they are creating stone soup, enough for everyone. The little girl offers a bigger pot, so that they'll have enough for everyone. When the villagers see their interactions, one by one they come to contribute something to the soup. It all turns into a great big, community-wide feast with puppet shows for the children, stories and songs for all etc. The people realize they have received a gift.


Muth, Jon J. Stone Soup. New York: Scholastic Press, 2003.

Brown, Marcia, and Robert L. Egolf. Stone Soup: An Old Tale. New York: Charles Scribner's Sons, 1947.

Compestine, Ying C, and Stéphane Jorisch. The Real Story of Stone Soup. New York: Dutton Children's Books, 2007.

Giff, Patricia R, and Blanche Sims. Spectacular Stone Soup. New York, N.Y: Dell Pub, 1989.

Van, Rynbach I. The Soup Stone. New York: Greenwillow Books, 1988.


I LOVE this story! I don't remember the first time I heard it, but it has always had a strong appeal. I guess it's that sense of "community" one gets out of it. And that no matter what you can contribute, it will be appreciated.
I think it's applicable to a vast range of ages. I'd start perhaps with elementary school and go up from there, adapting it to the age of my audience. It's perfect for the ESL classroom because you can invite students to tell versions of this story from their countries. The author of this version, Jon J. Muth was also the illustrator of the book. He wanted to bring out the Chinese culture and include known characters from Chinese folklore (Hok, Lok, and Siew) who are three deities who represent health, wealth and prosperity.

Global Storytelling

Spread the word.....
And visit my storytelling blog: www.storiesforlanguagelearning.webs.com
Global Storytellers
www.youtube.com
Storytelling is something we all share. It is integral to who we are as human beings. On May 10th - Pangea Day - people all around the world will tell their ...

Six Reading Comprehension Short Stories

These are six short stories (per level) that can be used for children learning English as a first or Second language. They each come with comprehension questions which are interactive (for example, they provide hints.) Plus, the answers are there when you need them.

Nasreddin and the Pot
http://web2.uvcs.uvic.ca/elc/studyzone/330/reading/pot1.htm

I found these extremely useful, as oftentimes in teaching you need something that is extremely short so that you can spend most of your time working with what you learned or are learning. These stories are perfect for this. Plus, some students, depending on background may be culturally familiar with the character, Nasreddin. So the can some light on other similar stories, and whether or not they are well told here.



http://blog.uvcs.uvic.ca/elc-studyzone/

Clever Manka

Intro:
I must say, I have been taken with this story ever since the first time I heard J. tell it in storytelling class. I became even more enthralled every time I heard it repeated (like at the Storytelling Festival). First of all, I like clever stories. Add a woman as the protagonist and I'm all ears.

Synopsis:
This story is about a woman whose cleverness wins not only the heart of very wise king, but eventually his deep rooted respect. Manka gets "noticed" by the king when she first solves a riddle for her father presented by the king. Curious, the king wants to meet her but first tests her with more riddles, all of which she passes with incredible originality. Finally, they do marry, but the king has only one request.- That Manka never interfere with his judging on matters that people bring before him because on that day he will surely send her home. Then one day a problem arises and someone needs Manka's help. She can't resist using her wisdom to help the person out but then the king finds out...

Clever Manka (Czechoslovakia)." West Chester University's - On-line Web Courses. Web. 24 April 2011. http://courses.wcupa.edu/johnson/tales/MANKA.HTM

Cole, Joanna, and Jill K. Schwarz. Best-loved Folktales of the World. Garden City, N.Y: Doubleday, 1982.

Fear, Sharon, and Mary King. Clever Manka. Glenview, Ill: Scott Foresman, 2005.

Hill, Mary B, and Gwenda Koczar. Clever Manka: A Folktale from Czechoslovakia. Lakewood, Colo: Bookmakers Guild, 1990.

Minard, Rosemary, and Suzanna Klein. Womenfolk and Fairy Tales. Boston: Houghton Mifflin, 1975.


I would use this story for middle school or high school and up. I think it's a clever ESL story (because you have things such as her arriving neither by day, nor by night). It also would be a good story to do "story completion" with. There are many points where we could pause and have different outcomes that students could craft themselves.

Drop of Honey

A King drops a drop of honey and claims it's "not his problem". A fly eats it. Then, a lizard then eats the fly. A cat eats the lizard. A dog fights the cat, then their owners fight each other, which in turn causes the villagers to fight each other, then soldiers fight, and the palace is burned. The King finally agrees that drop of honey was his problem.


MacDonald, Margaret R, and Zobra Anasazi. Peace Tales: World Folktales to Talk About. Hamden, Conn: Linnet Books, 1992.

MacDonald, Margaret R, Rajni Chopra, and Dominique Künzli-Leclerc. Choisir La Paix: 33 Contes Et Proverbes Des 4 Coins Du Monde. Genève: GRAD-Suisse [etc., 2003.]

Suleiman, M S. A Drop of Honey =: Tone La Asali : Swahili-English Language. Zanzibar: s.n., 2009.

This "Drop of Honey" story appears to pop up in several places around the world like Thailand and Tanzania. In this story, a drop of honey causes a chain of incidents. It's more for an older audience who would appreciated the connectivity of the events, which is the point of the story. It lends itself well to teaching passive vs. actives sentences, and sequence of events.

The Three Foreigners

Story: Three Frenchmen went to England to learn English. Standing outside the window of a pub, they heard bits and pieces of various conversations. The first man heard, "We, ourselves", so he thought about that. The second one heard, "Fifteen bob" and he pondered what it could mean. And the third man heard, "It shall be done as you see fit." and he memorized it. Not too long after that, as they continued walking, they came upon a man, dead, lying along the roadside. Just then, a policeman came by and took in the scene.
He looked directly at the three and asked firmly, "Who has done this?"
The first man answered, "We, ourselves".
"What did you do it for?", the policeman questioned.
The second man answered, "Fifteen bob".
The policeman said, "Well, you all will have to be hung for this."
The third man said, "It shall be done, as you see fit."


Briggs, Katharine M, and Ruth L. Tongue. Folktales of England. London: Routledge, 2003. (# 70, pp. 126-127).

Pino, Saavedra Y. "We Ourselves". Folktales of Chile. London: Routledge & K. Paul, 1967. (#48).

MacDonald, Margaret R, and Roxane Murphy. Look Back and See: Twenty Lively Tales for Gentle Tellers. New York: H.W. Wilson Co, 1991.


This story-joke would appeal most to older children, or adolescents and above who would catch the humor and double-meaning. It would provide for a lot of discussion in an ESL classroom because students could identify with words used in different contexts influencing meaning.
I feel it's important to adapt the sentences carefully to what your students are likely to understand. The original third line was more of an old English, "Nowt but reet and should be done." I felt it should be adapted to say something like, "It shall be done." or, "As you see fit". The Pino-Saavedra version of this story has as the last line, "Of course".

Three Little Pigs

The classic tale of three little pigs going out into the world to build their houses...


The Three Little Pigs: A British Folk Tale. Glenview, Ill: Scott, Foresman, 1976.

It's Our Storytime!: Songs and Rhymes from Around the World. Oakland, CA: Oakland Public Library, 2009.


I showed a digital story of this in my ESL classroom, and I was surprised to learn that no one was familiar with the story. So, now it goes into my future file because part of learning a language is learning about a culture in which that language is spoken and part of American culture (stemming from the British in this case), is the story of the three pigs.
This story is ideal for very small children because of its straightforward story line and its repetition. For the same reasons, it would work well in a beginning language classroom as well. Comparisons can be taught using this story.

Where Teddy Bears Come From

In this story, Little Wolf is the main character. One night he has trouble sleeping.
He would sleep better if he had a teddy bear. That's when he realizes he doesn't know where they come from. So, he sets out on a journey through to woods to find out. He encounters "The Three Little Pigs" and "Little Red Riding Hood", but they don't know either...

Burgess, Mark, and Russell Ayto. Where Teddy Bears Come from. Atlanta: Peachtree, 2009. Print.

Burgess, Mark, and Russell Ayton. Where Teddy Bears Come from. London: Penguin, 2008. Print.

McMorland, Alison, and Margaret Chamberlain. Brown Bread and Butter: Seventy Songs, Rhymes and Games for Children. London: Ward Lock Educational, 1982. Print.

Richards, J, and S Perl. How Come...?: Easy Answers to Hard Questions. Manchester: World Distributors, 1976. Print.

Everyone loves a fairytale complete with animals. I thought this one would be good to teach animal names, but also just to have a fun story for any language level and for any age. I would adapt it to include gestures and sounds for younger audiences. This would be great for small children & up.

Romeo and Juliet

This is a classic tale by William Shakespeare- the story of two young people who are neighbors who fall in love, despite the fact that their families are feuding. One of the only ways to see each other is by Romeo speaking to Juliet whilst she is on her balcony.  They continue to see each other to share poetry of love, but only through great effort. They attempt in the end to be with each other, but end up dying. Juliet has feigned death in order to be released from her family's scrutiny. She sends a message to Romeo, who doesn't receive it and actually believes her dead, so he kills himself, as he cannot bear to live without his love. When Juliet awakens, she finds her Romeo dead, so she decides that she cannot live without him and finally kills herself in order to be with him in the afterlife. 

For a more expanded telling of this story see: Romeo and Juliet Synopsis

Bibliography:

Stewart, Diana, Charles Shaw, and William Shakespeare. Romeo and Juliet. Austin, TX: Raintree Steck-Vaughn, 1991. Print.

Stewart, Diana, William Shakespeare, and Charles Shaw. Romeo and Juliet. Carson, CA: Lakeshore, 1991. Sound recording.

Bernstein, Leonard, Arthur Laurents, and Stephen Sondheim. West Side Story. New York: Random House, 1958. Print.

Language Teaching Application:
I think it would be nice to hear and learn a classic Shakespeare tale of love and tragedy. This would be ideal for teenagers and up. (If using it for a younger audience, I would adapt the ending, having the couple survive and perhaps having the families reconcile.)

I would use the sound recording of this in the classroom so we could listen to the story a number of times. Then, in pairs or small groups the students could practice "telling" the story. I'd want to try this "from listening to telling" procedure in order to avoid students memorizing the text, (even though this particular text is written so that ESL language learners would be able to understand more easily.) Depending on familiarity with this story, we might continue by creating several adaptations. I could begin by introducing the play, "West Side Story", pointing out the themes and similar story line. Then, students can use their creativity to change the (cultural)background, the time period, and even modify the characters. Because the basic story line is so well known, it would be the perfect story to develop alternate versions of. It would make for a good teaching unit and could be used over several class periods. [Even further development- could be developed into a skit, play or digital story].

The Sultan's Daughter

This is the story of a good man named Ali whose father was a Sultan and about to die. He wanted his son to go out a prove that he had wisdom and courage in the world, but to come back before a year's time because he was weak and old and afraid he might die. Ali set out and he came upon two men who were digging up a grave in a mosque. He called out to them to stop such a scandalous act. The men explained that they were angry that this man died before he could pay them back their money. Ali, out of his good heart decided to pay the men the sum, and so they stopped digging. Ali continued on his journey. As he went along his way, he met a man, Radjab, who was traveling in the same direction. "Let's travel together" he suggested, and so they did. Along the way, they ran into a woman and Ali noticed that Radjab helped her and didn't expect anything in return. And so it went along the journey, Radjab helping people without expectation of reward, but accepting gifts that seemed to have no value at all like branches, a sword, and a dead bird's wings. Then they reached a great city whose Sultan had a very beautiful daughter. They heard the news that the princess was presenting riddles to all potential suitors to test them. Ali explained that he wanted to try, for this is why he set out on his journey. Radjab suggested they go to bed early the night before Ali was to try and solve the riddle. Radjab rubbed a secret ointment on Ali's head so that he didn't awaken, and then he set out to spy on the princess. He saw her stealing away to a witch's house where she asked the witch what question she should use for the next suitor. The witch said for her to ask the suitor to guess what she's thinking about, and then to think of her gloves. Radjab returned without the princess knowing. The next morning he told Ali that if asked what she was thinking about, he should say, "your gloves". Ali did and the princess was surprised, but angry so she said he'd have to come back the next day and answer again. Again Radjab followed her and got the answer, so again Ali knew what to say- that she was thinking of gold coins. Finally, for a third time the princess went to the witch and the witch said, "He'll never guess if you think of my head". The princess left the witch's place, but Radjab went back and hid as he knocked on the door. When the witch opened it, he took his sword and cut off her head. He put it in a box and gave it to Ali the next morning. He instructed him to not open the box until he was asked by the princess what she was thinking. So, Ali went before the princess with all the onlookers and when asked what she was thinking, he said nothing but produced the box and opened it. Everyone was amazed including the princess and she decided that she loved Ali, because he guessed all of her secrets and now she would never have to go back to the witch. Everyone was overjoyed and their wedding was immediately arranged. Ali turned to invite Radjab to be the best man, but Radjab just smiled as he declined. He said that now his debt had been settled because he was the man whose grave Ali defended in the mosque and that now he could finally be at rest. And with that he simply vanished. Ali was able to return to his father with his new wife. And his father was pleased that he could rest in peace knowing that his son would make an excellent Sultan.

"The Sultan's Daughter", Nelson Mandela's Favorite African Folktales
WW. Norton 7 Company (pp.96-101).

El, Koudia J, and Hasan M. El-Shamy. Moroccan Folktales. Syracuse, N.Y: Syracuse University Press, 2003. Print.


This story is not really for the youngest audiences because it is long and complicated. But older elementary children may enjoy it. Probably not 'cool' enough for junior or senior highers. But, once we get to adults, we could again tell the story.

I really liked this story and thought that it opened the door for a lot of room for discussion. It also lends itself to a particularly challenging grammar point that can be discussed after hearing the story- the unreal past conditional. We could build sentences like, "If Ali had not shown kindness when there was nothing to gain, he would not have met Radjab and been helped so that he won the hand in marriage to the princess." Although this is a complicated structure, it is what is expected at level five (the highest) of the ESL courses where I teach. We spend two chapters on conditionals. I would adapt an exercise where we changed the story, and changed the outcome according to their creativity. We would focus on using the correct grammatical forms to match the meaning we intended.

Storytelling in the Language Classroom

Storytelling in the Language Classroom

Webster defines language as “words, their pronunciation, and the methods of combining them, used and understood by a community” . We see that the speaking of the words has not been left out of this basic definition of “language”. Neither did this definition (which was the first one listed of four) of the word ignore the fact that one needs a “community” in order to have language- people to receive and understand the utterances. So, it stands to reason that some sort of communication through “speaking” with “listeners” is vital for language teaching. When language is taught in the classroom, be it first language, or second language, the field tends to lean toward the aspects of reading and writing. To be sure, these are important in the storage and retrieval of ideas, but first and foremost language seems to be concerned with speaking and oral comprehension. In her article, Sheila Carrol says that, “All true storytelling requires a teller and a listener. Storytelling is language in context.” Since storytelling and language learning overlap in what one needs and what the other provides, it makes sense to combine the complimentary two. Thus, this writer will explore two papers done on language class rooms, first about the interaction between fairy tales and language learning, and the second on what storytelling can do for the first language, or literacy classroom. Then, as an ESL instructor, she will further speak on how storytelling can be used in her own language classroom.
In “Re-Reading Gender: Fairy Tales and Language Learning, Burke and Curran set out to show through critical analysis that not only can storytelling facilitate language acquisition, it can also “raise awareness and provoke discussion of cultural assumptions about beauty, and the construction and performance of gender roles.” To this end, it describes the use of a variety of media to tell and re-tell common fairy tales and different versions of the same fairy tales. For example, one tale that is explored is the classic “Cinderella”. Students are shown this, plus the Hollywood movie, “Pretty Woman”. Then, gender roles are discussed for both, including a discussion on “good girl”/”bad girl”. Several methods are used, for example working together in groups and re-telling and changing the story. The teacher might opt to have the students, for example, change the evil stepmother in “Snow White” into a wise, just and beautiful character while adding an evil male character, “Lord Hunter” in the new version called “Snow Night”. This opens the door to an entire set of activities where students can critically question gender roles, assign new roles, compare and contrast and ultimately re-tell stories. Burke and Curran show that “Asking the students to reverse the gender of the characters as they retell the story will remind them of the stereotypical basis for many stories.” I believe this method to be incredibly engaging and far more effective than simply lecturing students on historical themes and gender roles of common stories.
Similarly powerful were the results that Carroll (1999) found in her studies, the results of which she wrote about in “Storytelling for Literacy”. She had conducted research over a six month period. The first three months were in an ESL classroom with all Chinese students. She worked closely with the tutors who would in turn tutor the students. They began by learning everyday idioms, but instead of requiring rote repetition of the sentences in the book, the students were asked to come up with a story from their lives to illustrate the point. The result was that real communication occurred and the students were able to completely master the idioms. A side, but not insignificant bonus was that the experience was pleasurable.

Next, during the second three months of her research, Carroll worked with adults in a literacy course. These adults were also asked to share from their lives, and because literacy had been lacking in their lives, they had experienced frustration and failure, so many of their stories were sad. However, Carroll noticed that trust was built in the telling of their tales. She worked with this group by using folk literature and later teaching them to tell fables. Finally, she had an end goal where the students were able to put together a puppet show for local pre-school children which was a success. So, overall she found there to be a greater mastery of the language.

My idea too is to utilize the method of Storytelling in the ESL classroom, but to expand it to teach grammar-both in form and use. Teaching grammatical form alone mostly bores most people. In following most ESL texts, students are then asked to do repetitive drills on grammar. If they are asked later what they learned, one might not get a satisfactory answer because the learning did not “take”. Without a practical application of some sort, it’s extremely difficult for the meaning to “stick”. My idea is that Storytelling or some sort of personal reflection and narration is a necessary component of lasting acquisition of language. I believe writers of ESL textbooks have a difficult job, since they do not know the audience they are writing for. For example, in one text, in order to teach modals, the story chosen was about rather or not parents should be punished for their children's crimes. But how does one choose a story that relates to the students in a particular class? It really can’t be done, a particular story might temporarily keep the learners’ attention. However, if one could use the stories that come from the student’s perspective and interests, then one already has a captive audience. In getting to know one another’s tastes in storytelling the students get to know one another, and so already, the activity is that much more interesting. And interest will also lead way to lasting comprehension. This method eventually leads us back to Carrol’s storytelling being “language in context.” So, at its core, embodied within storytelling is the very essence of language learning.

Bibliography

Bardovi-Harlig, Kathleen. "The Telling of a Tale: Discourse Structure and Tense use in Learners' Narratives." Pragmatics and Language Learning 3, (p144-161, 1992).
Burke, Erin. “Re-Reading Gender: Fairy Tales and Language Learning.” The Language Teacher, 2002 Vol. 26. Kyoto: Japan Association of Language Teachers, 2002. (pp. 77-81)

Carroll, Sheila Dailey. Storytelling for Literacy, 1999.
Coulter, Cathy, Charles Michael, and Leslie Poynor. "Storytelling as Pedagogy: An Unexpected Outcome of Narrative Inquiry." Curriculum Inquiry 37, no. 2 (06, 2007): 103-122.

Kazuyoshi, Sato. “Contagious Storytelling”. The Language Teacher, 2002. Vol. 26. Kyoto: Japan Association of Language Teachers, 2002 pp. 73-76.

Merriam-Webster Online Dictionary, http://www.merriam-webster.com/dictionary/language

The Art of STORYTELLING !

I've enjoyed every (grueling, self-conscious, thought-provoking, soul-searching, serendipity-stacked) moment of this Storytelling Class. I want to thank my teacher, Kate McDowell. And I want to encourage you, the reader to embark upon your own Storytelling journey.
Peace out,
Dinah