ERIC Number: EJ1164522
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
The Impact of Narrative-Based Learning in Classroom
Marunda-Piki, Chipo J.
Research in Drama Education, v23 n1 p107-113 2018
Narrative and story play a central role in cognitive and cultural development of children. In this article, I explore a narrative-centred pedagogy used to address the teaching and learning concerns of my pupils from Helena infant school, Zimbabwe. I document how, as a novice teacher, I deployed narrative learning in my teaching of English as a second language and I discuss both story and narrative as a methodology that offers a curriculum relevant for my learners. As well as outlining the features of narrative as constructivist learning, the article draws from African education theories in order to argue for narrative pedagogy as a method that is very responsive to African oral-based teaching and learning approaches and behavioural styles. I explore how our enactment of story and narrative pedagogy in the classroom offered an opportunity for adequate education and language acquisition in my class. The fundamental hypothesis is that by focusing on narrative and story-centred learning we can foster learning environments that elevate the power of culture, connection-forming and meaning-making, which ensure learners achieve academic success when learning English.
Descriptors: Foreign Countries, Teaching Methods, Elementary School Students, Elementary School Teachers, Story Telling, English (Second Language), Second Language Learning, Drama, Constructivism (Learning), FLES, Culturally Relevant Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Zimbabwe
Grant or Contract Numbers: N/A