Teaching English Using Local Culture Content Short Story

In 1933, a twenty-five-year-old writer named Richard Sullivan articulated for himself the qualities a novel should have. In a “Record of Work Begun and Ideas for Stories,” 1932-1933, he wrote:Let all be adoration. 9-14-33a novel must be—?American—constantly; of course, naturally.Scope—heights to depths; and length also: a lifeReligious—naturally; how else?Bitter—like life; intermittently.When he wrote these words, Sullivan had not yet published a novel; the publication of his first short story in a national magazine was still three years away. He eventually published six of his novels and dozens of short stories while teaching English at the University of Notre Dame from 1936 to 1974. Few people have heard of him or his work, and, at first glance, his life looks commonplace, even prosaic—he never lived farther than one hundred miles from his birthplace and seldom traveled; he taught at the same place, largely the same courses, for thirty-eight years; he wrote and published for almost forty years, coming tantalizingly close to major success, which nonetheless always eluded him.

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Local culture-based picture storybooks for teaching English for young learners

SHS Web of Conferences ◽

10.1051/shsconf/20184200016 ◽

2018 ◽

Vol 42 ◽

pp. 00016 ◽

Cited By ~ 1

Author(s):

Ni Made Ratminingsih ◽

I Gede Budasi

Keyword(s):

Dialogic Reading ◽

Local Culture ◽

Journal Articles ◽

Teaching English ◽

Young Learners ◽

Need Analysis ◽

Library Research ◽

Theoretical Perspectives ◽

English Literacy ◽

Printed Materials

This paper reports the theoretical perspectives underlying the development of local culture-based picture storybooks for teaching English for young learners. It is a library research which derives from three main sources, journal articles, reference books, and internet articles. Local culture-based picture storybooks are kinds of printed materials which basically contain stories adapted from local culture stories accompanied with visualization in the forms of pictures telling the characters and the settings to help young learners easily understand the stories. They are developed considering the good criteria of storybooks [1, 2]. The benefits of its development are (1) to improve reading skill of young learners, (2) to build children English literacy through listening to the story read by the teachers and communicating interactively with them through dialogic reading, (3) create a fun learning atmosphere which enhances motivation and participation to take part in understanding and using the language, and (4) to preserve local culture. The books are developed using a combination of model [3, 4] which has 5 main steps namely need analysis, developing product, expert validation, and quality assessment by experts and users (teachers), and main product revision.

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Ann Pancake

Writing Appalachia ◽

10.5810/kentucky/9780813178790.003.0086 ◽

2020 ◽

pp. 563-572

Keyword(s):

Social Justice ◽

West Virginia ◽

Short Story ◽

American Samoa ◽

Teaching English ◽

West Virginia University ◽

Chapel Hill ◽

Experience Teaching ◽

Story Writer ◽

The University

Novelist, short story writer, and essayist Ann Pancake was born in Richmond, Virginia. Her upbringing in Romney and Summerville, West Virginia—an area sometimes referred to as “the heart of coal country”—lies at the heart of her fiction. But that experience is also filtered through her education at West Virginia University (BA), the University of North Carolina at Chapel Hill (MA), and the University of Washington (PhD), as well as her experience teaching English in American Samoa, Japan, and Thailand. Her fiction examines class, Appalachian otherness, environmental and social justice, and ecology....

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The Importance of Teaching English through Armenian Culture

Armenian Folia Anglistika ◽

10.46991/afa/2016.12.2.115 ◽

2016 ◽

Vol 12 (2 (16)) ◽

pp. 115-122

Author(s):

Meline Ghonyan

Keyword(s):

Language Teaching ◽

Teaching Experience ◽

Current Paper ◽

Target Language ◽

Local Culture ◽

Teaching English ◽

Communicative Skills ◽

Armenian Music ◽

Art Works ◽

Cultural Texts

Culture and art have always been indispensable parts of language teaching. Cultural texts and various cultural topics have been included in language books and textbooks. However, textbook developers and English teachers give priority to teaching the culture of the target language rather than that of native learners. In the current paper we would like to state that it is beneficial to teach English through local culture materials as they increase the cognitive, communicative and social understanding of the learners. Having based on our teaching experience, we can claim that specific topics like Armenian music, dances, customs and traditions, Armenian artists and their art works, the cities and architecture, filming and theatre, holidays and festivals and other culture-related topics are of great interest to Armenian learners of English. These topics are, to some extent, familiar to them, so they enhance the learners’ English communicative skills. Moreover, the learners obtain a full comprehension of Armenian culture and develop certain skills to present it to others.

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Teaching Short Story through Critical Thinking (CT) Strategies

Journal of NELTA ◽

10.3126/nelta.v17i1-2.8101 ◽

2013 ◽

Vol 17 (1-2) ◽

pp. 93-103

Author(s):

Mukti Prakash Thapaliya

Keyword(s):

Short Stories ◽

Critical Thinking ◽

Short Story ◽

English Language ◽

Language Teaching ◽

English Literature ◽

English Language Teaching ◽

Teaching English ◽

Thinking Strategies ◽

Esl Classroom

This paper is an attempt to reveal the effectiveness of Critical Thinking (CT) strategies in teaching English literature in general and short stories in particular. Critiquing against the conventional teacher dominated practices in English Language Teaching (ELT) in Nepal, this also offers a set of critical thinking strategies in order to make it more participatory and effective. This heavily draws on my experience of exploiting those techniques while teaching short stories in EFL/ESL classroom in Nepal. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 93-103 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8101

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DIGITAL COMIC: AN INNOVATION OF USING TOONDOO AS MEDIA TECHNOLOGY FOR TEACHING ENGLISH SHORT STORY

English Review Journal of English Education ◽

10.25134/erjee.v7i2.1526 ◽

2019 ◽

Vol 7 (2) ◽

pp. 101

Author(s):

Asri Siti Fatimah ◽

Santiana Santiana ◽

Yuyus Saputra

Keyword(s):

Short Story ◽

Classroom Environment ◽

English Learners ◽

Cultural Awareness ◽

Learning Experience ◽

Teaching English ◽

Media Technology ◽

Innovative Strategy ◽

Picture Story ◽

Speaking Skill

This study investigates the use of ToonDoo as media technology for teaching English short story. ToonDoo as the newest technology for creating comic or picture story is very beneficial helping teacher to creatively provide innovative strategy providing better classroom environment for the English learners, especially for those studying English short story. As the invented prose narrative shorter than a novel dealing with a few characters, short story can give an important content raising cultural awareness, linguistic awareness, motivation, and is claimed to improve all four skills. Therefore, this study aims at knowing how the implementation of ToonDoo in teaching English short story and finding out the benefits of this tool for teaching performance. To gain the data, reflective journal created by a pre-service teacher who becomes the participant of the study and interview were used to reflect the process of creating Toondoo and the process of teaching English short story using this tool. The findings showed that this tool can be used to promote students� speaking skill. Toondoo is very helpful to facilitate students� imagination promoting their speaking ability, producing better learning experience, and creating a good classroom atmosphere.

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A History of the Irish Short Story

10.1017/cbo9780511770418 ◽

2009 ◽

Cited By ~ 13

Author(s):

Heather Ingman

Keyword(s):

Short Story ◽

History Of

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The Relationship of Interrogative Suggestibility to Memory and Attention

Journal of Psychophysiology ◽

10.1027/0269-8803.20.2.79 ◽

2006 ◽

Vol 20 (2) ◽

pp. 79-93 ◽

Cited By ~ 3

Author(s):

R.C. Howard ◽

A. Chaiwutikornwanich

Keyword(s):

Individual Differences ◽

Short Story ◽

Oddball Paradigm ◽

Memory Processes ◽

Memory And Attention ◽

Irrelevant Distractors ◽

Alternative Hypotheses ◽

Visual Oddball Paradigm ◽

Interrogative Suggestibility ◽

Task Irrelevant

This study combined an individual differences approach to interrogative suggestibility (IS) with ERP recordings to examine two alternative hypotheses regarding the source of individual differences in IS: (1) differences in attention to task-relevant vis-à-vis task-irrelevant stimuli, and (2) differences in one or more memory processes, indexed by ERP old/new effects. Sixty-five female participants underwent an ERP recording during the 50 min interval between immediate and delayed recall of a short story. ERPs elicited by pictures that either related to the story (“old”), or did not relate to the story (“new”), were recorded using a three-stimulus visual oddball paradigm. ERP old/new effects were examined at selected scalp regions of interest at three post-stimulus intervals: early (250-350 ms), middle (350-700 ms), and late (700-1100 ms). In addition, attention-related ERP components (N1, P2, N2, and P3) evoked by story-relevant pictures, story-irrelevant pictures, and irrelevant distractors were measured from midline electrodes. Late (700-1100 ms) frontal ERP old/new differences reflected individual differences in IS, while early (250-350 ms) and middle latency (350-700 ms) ERP old/new differences distinguished good from poor performers in memory and oddball tasks, respectively. Differences in IS were not reflected in ERP indices of attention. Results supported an account of IS as reflecting individual differences in postretrieval memory processes.

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