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Language and Literacy Education Commons™
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Full-Text Articles in Language and Literacy Education
"Read It Again!": Storytelling To Imitate The Great Teacher, Kate Whatley
"Read It Again!": Storytelling To Imitate The Great Teacher, Kate Whatley
Senior Honors Theses
The student’s mind is bent on stories, asking mothers around the world to ‘read it again’. These stories preserve information and emotions for centuries. In the classroom, stories enliven motivation and empathy in ways that result in higher academic achievement and social awareness. Learning to use stories as a key instructional strategy will allow for more equitable opportunities in classrooms, encourage mental health and truth telling for the teacher and the student collectively, and allow the academic community to imitate Christ by contributing to the bigger story taking place across time. In application of using stories as teachers, this thesis …
Approaches To Narrative Instruction For Second Language Learners, Mathew Peters
Approaches To Narrative Instruction For Second Language Learners, Mathew Peters
MA TESOL Collection
Narratives have reemerged as a dominant form of rhetoric over the last fifty years. This dominant use of narrative discourse has only increased with the rise of social media. Walther Fisher (1987) proposed the narrative paradigm as a unifying theory of human communication. His major claim is that people are inherently storytellers and that people use a narrative rationality and a logic of good reasons to inform their beliefs, values, and actions. This paper utilizes his theories, along with recent findings in neuroscience, to establish an argument for greater inclusion of narratives into second language teaching. Narratives can have a …
Reading With Our Heads And Our Hearts To Build Empathy, Heidi Gibbons
Reading With Our Heads And Our Hearts To Build Empathy, Heidi Gibbons
Michigan Reading Journal
Reading in schools can often become very focused on text-level strategies, leading to expectations of students that result in monological responses, very little beyond-the-text interaction, and an absence of personal student growth. The purpose of this study was to determine how using the Book Head Heart approach created and shared by Kylene Beers and Bob Probst to interact with a text changed intermediate students on a social-emotional level, specifically how it affected their empathy skills. Student journal responses were coded before and after students learned the Book Head Heart method; in addition, students completed two surveys measuring empathy. Also, student …