Exploiting storytelling in a young learners’ classroom

Abstract

The article presents the results of action research on the effective usage of storytelling in the very young learners’ classroom. As a young teacher who works with several groups of very young learners, the author faced many problems concerning efficient application of storytelling. The difficulties she had to confront led her to exploit further advantages of the storytelling technique as one that particularly engages students. The results of the study indicate that children become more involved during story sessions on condition that a variety of pre- and post-story activities is employed. Additionally, diversity of activities is an important prerequisite to organization and student’s discipline. The author directs the readers’ attention to the fact that, in order to be a professional storyteller, the teacher has to experiment with different methods, techniques, and styles of telling stories.