Oral Storytelling, Speaking and Listening and the Hegemony of Literacy: Non-Instrumental Language Use and Transactional Talk in the Primary Classroom
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2016
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| _version_ | 1867181891715596288 |
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| author | Hibbin, Rebecca |
| author_facet | Hibbin, Rebecca Hibbin, Rebecca |
| collection | Education Resources Information Center |
| contents | Oral Storytelling, Speaking and Listening and the Hegemony of Literacy: Non-Instrumental Language Use and Transactional Talk in the Primary Classroom Hibbin, Rebecca Story Telling Oral Language Elementary School Students Barriers Foreign Countries Interviews Literacy Education Correlation Outcomes of Education Teaching Methods The oral re-telling of traditional tales, modelled by a storyteller and taught to children in school, can be understood as "non-instrumental" practice in speaking and listening that emphasises oral language over the reading and writing of stories. While oral storytelling has significant benefits to children's education and development, it is under-utilised within Primary Education in the UK. This interview and library-based study explores participant perceptions of oral storytelling and the barriers to the utilisation of such non-instrumental practice in school. In addition, observation of an oral storytelling initiative provides a research context through which such perceptions are understood. The findings suggest that speaking and listening is implicitly devalued as a result of the elevation of instrumental literacy-based practice in the primary curriculum. In addition, enquiry into the specific effects of engaging with orality as a precursor to literacy development is lacking. It is suggested that while New Literacy Studies has enhanced our understanding of the interrelationship between the written and spoken word, it is less helpful when considering language as a "continuum of spontaneity". It is concluded that spoken language that is explicitly unattached to literacy-based outcomes should be strongly encouraged in school. In addition, it is important to understand on an empirical basis whether the attachment of a written outcome affects the way that spoken language practice is engaged with in the classroom. |
| format | Recurso educativo Open Access |
| id | eric_EJ1107309 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2016 |
| record_format | eric |
| spellingShingle | Oral Storytelling, Speaking and Listening and the Hegemony of Literacy: Non-Instrumental Language Use and Transactional Talk in the Primary Classroom Hibbin, Rebecca Story Telling Oral Language Elementary School Students Barriers Foreign Countries Interviews Literacy Education Correlation Outcomes of Education Teaching Methods Oral Storytelling, Speaking and Listening and the Hegemony of Literacy: Non-Instrumental Language Use and Transactional Talk in the Primary Classroom Hibbin, Rebecca Story Telling Oral Language Elementary School Students Barriers Foreign Countries Interviews Literacy Education Correlation Outcomes of Education Teaching Methods The oral re-telling of traditional tales, modelled by a storyteller and taught to children in school, can be understood as "non-instrumental" practice in speaking and listening that emphasises oral language over the reading and writing of stories. While oral storytelling has significant benefits to children's education and development, it is under-utilised within Primary Education in the UK. This interview and library-based study explores participant perceptions of oral storytelling and the barriers to the utilisation of such non-instrumental practice in school. In addition, observation of an oral storytelling initiative provides a research context through which such perceptions are understood. The findings suggest that speaking and listening is implicitly devalued as a result of the elevation of instrumental literacy-based practice in the primary curriculum. In addition, enquiry into the specific effects of engaging with orality as a precursor to literacy development is lacking. It is suggested that while New Literacy Studies has enhanced our understanding of the interrelationship between the written and spoken word, it is less helpful when considering language as a "continuum of spontaneity". It is concluded that spoken language that is explicitly unattached to literacy-based outcomes should be strongly encouraged in school. In addition, it is important to understand on an empirical basis whether the attachment of a written outcome affects the way that spoken language practice is engaged with in the classroom. |
| title | Oral Storytelling, Speaking and Listening and the Hegemony of Literacy: Non-Instrumental Language Use and Transactional Talk in the Primary Classroom |
| topic | Story Telling Oral Language Elementary School Students Barriers Foreign Countries Interviews Literacy Education Correlation Outcomes of Education Teaching Methods |
| url | https://eric.ed.gov/?id=EJ1107309 |