Abstract
This research has shown that the use of authentic children’s literature is an effective and motivating ESL classroom strategy. However, this study investigated the use of children’s stories in EFL elementary classrooms where the teaching methods are very traditional and the resources are limited. This study was carried out in an elementary school in an Arab town in Israel. Approximately a hundred fifth and sixth grade pupils filled in a questionnaire expressing their attitudes towards being taught through stories. Teacher trainees taught the classes, wrote reflections, filled in questionnaires and were observed by the researchers. This information has been collected and served as the data for the study. Results suggest that the use of this strategy is very positive and should be carefully considered by EFL teachers, EFL trainees and teacher educators.Keywords: children's stories, EFL teacher trainees, EFL pupils, traditional classrooms
Highlights
Many theories have been developed by linguists, psychologists and researchers to explain the process of language acquisition
A course of teaching English through children’s stories is offered. This is in conjunction with the first domain of the new national curriculum for teaching English in Israel which is 'Appreciation of literature and culture'
The results of this study show that using children's stories in EFL classrooms could be a very motivating and encouraging tool for achieving a positive attitude among the learners as well as their instructors
Summary
Many theories have been developed by linguists, psychologists and researchers to explain the process of language acquisition. Researchers find similarities and differences in first and second language acquisition. 'the similarities overweigh the differences' (Ellis, 1985, 9). Halliday (1978) adds that many writers in the applied linguistics field have emphasized similarities between first and second language learning rather than differences. Teaching English as a first language through authentic children’s literature has been used for teaching English as a first language in many English speaking countries such as New Zealand, England, Canada and the United States. Integrating authentic children’s literature either wholly or partially became a reality in teaching English as a second language. ESL instruction through authentic children’s stories highlights the importance of communicative, authentic, meaningful and purposeful texts for reading and writing (Hannabuss, 2002; Smallwood, 1992; Freeman & Freeman, 1989; Zemelman & Daniels, 1988;)
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