Storytelling corner
Playing Ever After - learning through stories and play (cont.)
were explored using a diverse set of cross become in the target language. After repeated
curricular activities and resources, all accessible adult-mediated exposure to the story in many
on Dropbox and different forms and a range of cross-curricular
described in our games and activities, children have opportunities
blog and on to play freely in this area and use English
our Facebook spontaneously. According to Sandie Mourão, once
the English lesson is over, children will thus be
page.
able to relive their experience, experimenting,
making mistakes, exhibiting choice and deciding
for
English Learning Area and play
themselves
what they want to
In order to encourage language practice through do
play, we set up an English Learning Area. Sandie English resources.
with
the
Mourão describes English Learning Areas as
structured
learning
areas in the
classroom
that
provide
access
to
E n g l i s h
outside of the
At this stage of the project, with over another year
to go, we have observed the following outcomes:
A strong affective connection to the story
and monster characters.
High levels of motivation to participate in
specific English lessons themselves, but also help teacher-led
to integrate English into the children’s day. In our associated with the story.
case the area is outside the classroom, but it is
usually one of the areas in a kindergarten
classroom, a corner of a primary classroom, or
even a box with resources. All our resources and
materials (flashcards, puppets, picture books, card
activities,
games
and
High levels of motivation to communicate/
share with children in other countries.
Curiosity and motivation to play freely in the
English Learning Area.
games, etc.) are in the English Learning Area for
students
to
play
with
freely
and
play
practise
their English.
We hope that the more opportunities children are
given to move from teacher-led activities to child-
initiated play, the more confident they are likely to
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