422. PRIMARIA SBS. The Effectiveness of Learning Vocabulary and Prepositions of Place Through Storytelling: A Case Study with Rosie’s Walk

L’apprendimento del lessico e delle preposizioni di luogo può essere particolarmente efficace attraverso lo storytelling, soprattutto in un contesto di istruzione bilingue. In questo articolo, esploriamo come l’uso della storia Rosie’s Walk, letta in una classe di seconda primaria SBS, abbia facilitato l’acquisizione di concetti topologici e vocaboli legati alla geografia. Attraverso tecniche come lo storytelling e lo story mapping, gli studenti sono stati coinvolti in modo attivo, migliorando non solo le loro competenze linguistiche, ma anche la loro comprensione spaziale. Questa metodologia dimostra come l’educazione bilingue possa avvalersi di approcci creativi e coinvolgenti per potenziare l’apprendimento.

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In bilingual education, finding effective methods for teaching both content and language is crucial for young learners. One particularly successful approach is using storytelling to teach vocabulary and prepositions of place, or topological concepts, to second-grade students. A notable example is the use of Rosie’s Walk, a classic children’s book by Pat Hutchins, in a bilingual classroom setting. This article explores the success of this method and how it can be used to enhance learning in a second-grade bilingual class.

The Power of Storytelling in Language Learning

Storytelling is a natural and powerful pedagogical method for teaching young children. It attracts their attention, sparks their imagination, and creates a meaningful context for language learning. In a bilingual classroom, storytelling goes beyond just language acquisition; it helps students connect linguistic concepts with real-world applications, such as geography and spatial relationships.

In the case of Rosie’s Walk, a story about a hen’s journey around the farm, the plot is simple yet rich with opportunities to introduce key vocabulary and prepositions of place. Words such as “around,” “under,” “over,” “through,” “past,” and “across” are embedded in the narrative, providing a clear context for children to understand and practice these prepositions. The visual and repetitive nature of the story also aids memory retention, as children can easily recall Rosie’s actions and the corresponding locations.

Story Mapping: Enhancing Comprehension and Retention

To build on the storytelling approach, teachers can implement story mapping, a technique where students create visual representations of the story. This strategy allows students to actively engage with the material, reinforcing their understanding of both the plot and the spatial vocabulary. Story mapping involves identifying key events in the story and mapping out Rosie’s path using drawings, diagrams, or even physical models.

For example, after reading Rosie’s Walk, students could draw a map of the farm and use arrows to show Rosie’s movements, labeling each part of her journey with the appropriate preposition (e.g., “under the bridge,” “around the pond”). This visual and kinaesthetic activity helps solidify the meaning of prepositions by linking them to concrete images and actions.

In a bilingual setting, where students are learning in two languages, story mapping also provides opportunities for cross-linguistic comparisons. Teachers can encourage students to label their maps in both languages, enhancing their vocabulary knowledge in both the target and native language.

Success in Learning Geography and Spatial Concepts

The use of Rosie’s Walk to teach prepositions of place has proven highly effective in bilingual classrooms. In one case study involving second-grade bilingual students, teachers reported significant improvements in both vocabulary acquisition and understanding of spatial relationships. Students not only learnt the English terms for various prepositions but also demonstrated a strong grasp of topological concepts, essential for early geography education.

Teachers observed that students were able to apply the prepositions learned through the story to other contexts. For example, after reading Rosie’s Walk, students used prepositions of place when describing objects in the classroom, such as “the book is on the table” or “the pencil is under the chair.” This ability to transfer knowledge to new situations is a key indicator of successful language learning.

Additionally, students enjoyed the interactive nature of the storytelling and story mapping activities, which kept them engaged and motivated. The visual aids and repetition in the story provided scaffolding for students who were still developing their language skills, ensuring that even those with lower proficiency levels could participate and benefit from the lesson.

Methodology in Bilingual Education

In bilingual education, the integration of content and language learning is essential. Storytelling, combined with story mapping, provides a framework for teaching linguistic concepts alongside academic content, such as geography. By using stories like Rosie’s Walk, teachers can introduce complex ideas in a way that is accessible and enjoyable for young learners.

The success of this approach lies in its ability to make abstract concepts concrete. Prepositions of place, which might otherwise be difficult for young children to grasp, are made clear through the visual and narrative context of the story. Additionally, the use of both the target and native language helps reinforce these concepts, ensuring that students have a deep and lasting understanding.

Bibliography

• Ellis, G., & Brewster, J. (2014). Tell it Again! The New Storytelling Handbook for Primary Teachers. British Council.
• Hutchins, P. (1968). Rosie’s Walk. Simon & Schuster.
• Wright, A. (2008). Storytelling with Children. Oxford University Press.
• Marsh, D. (2012). Content and Language Integrated Learning (CLIL): A Developmental Trajectory. Cambridge University Press.