Watanabe2022
| Watanabe2022 | |
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| BibType | INCOLLECTION |
| Key | Watanabe2022 |
| Author(s) | Aya Watanabe |
| Title | The Collaborative Emergence of Storytelling in an After-School Foreign Language Primary Classroom |
| Editor(s) | Anna Filipi, Binh Thanh Ta, Maryanne Theobald |
| Tag(s) | EMCA, Storytelling, School, Foreign Language |
| Publisher | Springer |
| Year | 2022 |
| Language | English |
| City | Singapore |
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| Pages | 149-173 |
| URL | Link |
| DOI | 10.1007/978-981-16-9955-9_9 |
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| Howpublished | |
| Book title | Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis |
| Chapter | |
Abstract
Previous studies have shed light on the complicated nature of accomplishing storytelling in a second language and have documented learners’ developmental trajectories with regard to storytelling inside and outside the classroom (Berger and Doehler, in Longitudinal studies on the organization of social interaction (pp. 67–102). Palgrave Macmillan, (2018); Hellermann, in Social actions for classroom language learning. Multilingual Matters, (2008); Doehler and Berger, Applied Linguistics 39:555–578, (2016)). However, these studies have often been concerned with the practices of storytelling by adult learners; as a result, the developmental trajectories of storytelling practices of young learners in educational settings are still under investigated. This chapter will consider teacher-solicited storytelling in an English as a foreign language classroom between a teacher and a young learner who describes his weekend activity. A total of 7.5 h of audio and video-recorded data were collected for over a three-year period at an after-school English classroom in Japan. Through analysing one learner’s storytelling recorded at three different points in time (at six, seven, and eight years of age), this longitudinal study endeavours to reveal the evolving nature of early storytelling practices of a beginning level second language speaker. The analysis unpacks changing interactional features in how the storytelling is formulated, and the comparison of excerpts reveals changes in both the learner’s and the teacher’s interactional practices over time. How the storytelling activity can create opportunities for learning and teaching will also be discussed.
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