THE POWER OF STORYTELLING IN TEACHING ENGLISH TO NON- NATIVE SPEAKERS
Keywords:
Keywords: storytelling, language acquisition, ESL, non-native speakers, cultural awareness, vocabulary development, language fluencyAbstract
Abstract: Storytelling has proven to be one of the most effective tools in
language acquisition. In the context of teaching English as a second language (ESL),
storytelling offers a way to immerse non-native speakers in rich, contextual language
while capturing their interest and imagination. This paper explores how storytelling
enhances ESL teaching, focusing on vocabulary development, improved
comprehension, cultural exposure, and language skills such as speaking and listening.
By drawing on educational theory and examples from existing research, this paper
demonstrates the significant role that storytelling can play in a language-learning
curriculum.
References
References:
1. Bruner, J. (1996). The Culture of Education. Harvard University Press.
2. Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language
Pedagogy. Longman.
3. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge
University Press.
4. Christakis, E. (2016). The Importance of Being Little: What Young Children Really
Need from Grownups. Viking.
5. Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman.
6. Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle.
7. Schank, R. C. (1990). Tell Me a Story: Narrative and Intelligence. Northwestern
University Press.
8. Thornbury, S. (2002). Teaching Vocabulary. Pearson Education Limited.
9. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher
Psychological Processes. Harvard University Press.
