Storytelling as a Cultural Practice
Pedagogical and Linguistic Perspectives
Summary
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Contents
- Contributors
- Storytelling as a Cultural Practice – Pedagogical and Linguistic Perspectives: An Introduction
- I Storytelling throughout the course of life, and within different social and media contexts
- Children’s Own Stories as Representations of the Self and Their Views of the World
- Public Storytelling in Finance: The Societal Practice of Having Narratives Emerge
- New Narratives in the Online-Offline Nexus
- II Storytelling with, and in, picturebooks
- Storytelling with Picturebooks in Multilingual Contexts of South Tyrol (IMAGO)
- Wordless Picturebooks, Narrative Scaffolding and the Acquisition of Narrative Skills: A Usage-Based Approach to How Children Construct a Story
- Telling TALES about Nature in English L2: Selecting and Performing Picturebooks for Children
- Multimodal Storytelling in Panel Readings
- Creating Stories Within Stories: Typewriters in Contemporary Picturebooks
- III Storytelling in children and young adults’ drawings, writings and reading
- Narratives as Compositions of Pictorial and Linguistic Elements: Potentials of the Documentary Interpretation of Children’s Image-Text-Narrations
- Between Imagination, Convention and Corporeality: Written Storytelling as an Aesthetic Learning Process
- The Space Between: A Posthuman Approach to Reader’s Response
- IV Storytelling in English language teaching and teacher education
- Interactional and Cognitive Aspects of Storytelling in English Language Acquisition
- Oral Storytelling Pedagogies in Teaching English to Young Learners: Implications for English Language Teacher Education
- Storytelling, a Pedagogical Device in Higher Education
- V Storytelling in specialised discourse
- Once Upon a Time in Science: Storytelling and the Narrative Spectrum
- Narrative Medicine and Medical Narratives: Marfan Syndrome between Definition, Description and Narration
- Paths in Jonathan Livingston Seagull: A Contrastive Analysis of Phrasal Patterns in English, Italian and Ladin
Maria Cristina Gatti and Jeanette Hoffmann
Storytelling as a Cultural Practice – Pedagogical and Linguistic Perspectives An Introduction
“We seldom think about it, but we spend our lives immersed in narratives. Every day, we swim in a sea of stories and tales that we hear or read or listen to or see (or some combination of all of these), from our earliest days to our deaths.” (Berger, 1997, p. 1)
1.Insight
Storytelling, as a cultural practice, permeates all phases and areas of human life and opens up possible worlds (Bruner, 1986). From their earliest days, children grow into a culture of storytelling, acquire language and develop writing skills, are introduced to literature through stories, and learn to communicate through storytelling in multimodal ways: orally and in writing, by playing, drawing, designing, singing, dancing and more (Dehn et al., 2014; Hoffmann, 2021). Through the process of narrating, experiences are structured, identities are formed, social contexts are shaped, and desires and futures are imagined (Wieler & Petzold, 2008). Narrative connects different times in history (Bruner, 2005), various disciplinary fields in education (Corni, 2013) and diverse linguistic-cultural spaces (Merkel, 2021; Spotti & Kroon, 2020, Lazzeretti & Gatti, 2022), but it also requires time and space itself (Gatti, 2013). Against the background of an educational landscape that is currently competence-oriented, the question arises as to what role the art of storytelling plays in educational contexts, and what possibilities it opens up for learning. This edited volume aims to address this question, theoretically and empirically, from pedagogical and linguistic perspectives.
Storytelling, whether orally or in writing, is not a mere account of events or experiences but a constructive act in which imaginations are formed, thoughts are structured, meanings are produced, and experiences are made (Herrmann, 2023; Schüler, 2019). In this way, events and experiences are shaped through perspective and acquire a subjective meaning. Moreover, narrative is also a way of worldmaking (Nünnig, 2010). By constructing realities through the performance of storytelling, narrative generates its own power. It shapes the cultural memory (Assmann, 2012; Gatti, 2016) as well as the communicative memory (Welzer, 2010) of societies. In classroom interactions on literature, both areas can be negotiated and combined (Hoffmann, 2012, 2018). Even in terms of interaction and media reception, storytelling can offer numerous participatory spaces for new members in linguistic and cultural communities when multimodal resources are involved (Naujok, 2023; Wittig, 2020). While doing so, spaces for multilingual and intercultural understanding are created (Hoffmann & Mastellotto, 2023).
Picturebooks and other multimodal forms of narrative, as well as social contexts of their reception like reading aloud situations or scenic play, play a crucial role in the acquisition of language and literature in different educational contexts (Campagnaro, 2021; Trisciuzzi, 2017). Narrating and listening, narrating and reading, and narrating and viewing are closely connected and mutually dependent, since both the interactions and the imagined listeners influence one’s own narratives. In this reciprocity between the different participants in the narration processes, a culture of storytelling can arise from early childhood onwards (Nentwig-Gesemann & Nicolai, 2011). The tellability of a story (Fludernik, 1996) and the way it is told are produced interactively in social situations (Quasthoff & Becker, 2005) and can differ in different linguistic-cultural and media contexts in terms of syntax, semantics, and pragmatics (Irsara & Domahs, 2020; Lazzeretti & Gatti, 2023). The processes of storytelling are dependent on different media environments and developments, concerning the context of both reception and production (Gnach et al., 2007; Vollbrecht, 2018).
Details
- Pages
- 390
- Publication Year
- 2024
- ISBN (PDF)
- 9783034348331
- ISBN (ePUB)
- 9783034348348
- ISBN (Softcover)
- 9783034345057
- DOI
- 10.3726/b21689
- Language
- English
- Publication date
- 2024 (July)
- Keywords
- Storytelling Pedagogy Linguistics Imagination Picture books Media Reception Reading Engagement Discourse Analysis Multimodality Self-representation
- Published
- Lausanne, Berlin, Bruxelles, Chennai, New York, Oxford, 2024. 390 S., 20 farb. Abb., 6 s/w Abb., 22 Tab.