Language, Literacy, and Sociocultural Studies ETDs

Author

Hyo-Jin Lee

Publication Date

9-12-2014

Abstract

This study investigates ways to promote English literacy through storytelling methods based on sociocultural perspectives of literacy in Korean public elementary school settings. As a teacher researcher, I ran a storytelling afterschool program to develop English literacy using English storybooks. 14 of 3rd and 4th graders including 6 focal students participated in the study. The research findings show that storybook was useful to engage students in literacy practices in Korean elementary school context where English is taught as a foreign language. While implementing English storybooks, strengthening affective aspects within ZPD was significant. Also, scaffolding should be done in various ways. Even though the class was pursuing literacy development, oral language development was also followed. Storybook made it possible to implement literacy knowledge with ease. In teaching English storybooks in Korean context, teacher needs to consider characteristics of foreign language learners, take advantage of teaching strategies used by regular classes, and make students reflective on themselves.

Keywords

storytelling, second language literacy, elementary, Korea, practitioner research, sociocultural perspective of literacy

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Advisor

Mahn, Holbrook

First Committee Member (Chair)

Pence, Lucretia

Second Committee Member

Celedon-Pattichis, Sylvia

Third Committee Member

Sanchez, Rebecca

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