The enhancement of English language skills through storytelling : a perspective

Abstract

Utilising storytelling in the primary classroom is an effective way of enhancing children’s English language skills. Therefore, this study seeks to primarily investigate the enhancement of English language skills such as speaking, listening, and understanding through storytelling sessions at primary school level. Moreover, the study attempts to focus on teachers’ efforts and abilities, as well as students’ attitude, behaviour and involvement, and the effect this can have on the enhancement of English language skills through storytelling. Finally, the study seeks to identify differences across the Early and Junior Years related to the enhancement of English language skills through storytelling. In order to assert validity of the research conducted, the research questions are addressed through a multi-method approach which includes: (a) a total of thirty hours of observation of storytelling sessions, carried out in two Early Years classes of Year 1 and Year 2 and two Junior Years classes of Year 3 in two state schools; (b) interviews, conducted with the four teachers; and (c) questionnaires administered to a total of sixty-four pupils. In response to the research questions, the results show that storytelling aids in the enhancement of English language skills, being the only language arts activity that can effectively address all the language skills (Haven, 2000). This being said, findings suggest that teachers’ efforts and abilities, together with children’s attitude, behaviour and involvement, greatly impact this enhancement. Finally, although the research shows that both the Early Years and Junior Years storytelling lessons lead to the enhancement of these skills, differences across these areas can be noted.