The Power of Story in the ESL Classroom
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Date
2011
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Publisher
The Canadian Modern Language Review
Abstract
Although considerable research has examined the use of
literature in the second language (L2) classroom, there has been less
investigation into the integration of learners’ personal stories in the English as a
second language (ESL) classroom. Following Wajnryb’s (2003) categorizations
of story as language learning, genre, and the creation of what she termed a
‘storied classroom,’ this study explores the ways in which learners’ stories are
used in the ESL classroom. Five ESL instructors and nine adult ESL learners
enrolled in ESL classes at a settlement agency in Edmonton were interviewed
about the practice, benefits, and challenges of incorporating personal stories
into the L2 classroom. Participants perceived that story promoted language
learning, an understanding of genre, and community building, while also
enhancing authenticity, affect, and motivation. This article provides guidelines
and recommends resources for using personal story in the adult ESL
classroom.