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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
Call for Feedback

ERIC proposes to expand the peer-reviewed indicator to additional materials. ยป Learn more

ERIC Number: ED379713
Record Type: RIE
Publication Date: 1994-Nov
Pages: 15
Abstractor: N/A
Reference Count: N/A
Story-Telling as a Teaching-Learning Strategy: A Nonnative Instructor's Perspective.
Ma, Ringo
The challenge facing the nonnative instructor is make his or her cultural uniqueness an asset instead of a liability. If nonnative speakers can never be fully accepted by American students because of their accent and different communication styles, they can employ teaching styles and methods that showcase their strong points. One teaching method especially useful to the nonnative speaker is story telling. Story telling allows the instructor to connect with his or her students through pathos, logos and ethos: reasoning is made clear; students are impressed with the instructor's foreign experiences; and students are likely to empathize. Story telling also has the benefit of being pluralistic; it cultivates an inclusive, reciprocal relationship between and among instructor and students. Rather than depending on the conveyance of conventional knowledge, storytelling centers on the creation and recreation of fresh stories by both the instructor and the students. Story telling as a teaching strategy enables U.S. students to visualize the substance of multiculturalism that nonnative instructors are equipped to offer. Besides, story telling is an effective means of earning student respect. (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Nonnative Speakers; Rhetorical Strategies
Note: Paper presented at the Annual Meeting of the Speech Communication Association (80th, New Orleans, LA, November 19-22, 1994).