Constructing Narratives Essay Example | Topics and Well Written Essays - 1250 words

Constructing Narratives - Essay ExampleTherefore, in decree to enhance their narrative construction, ELL students need to be aware of motley elements of language use. This paper will understand the function of storytelling in facilitating the ELLs capacity to construct narratives, describing the various ways in which storytelling enhances these students capacity to enjoin events. This paper will also examine what ELL students need to be aware of realiseing language use so as to enhance their construction of written and oral narrative. All over the world, people convey stories to their children. Storytelling is a universal action, which is perhaps the most dominant kind of discourse. Through making use of stories and storytelling, ELLs having different beliefs and sacred and heathenish backgrounds can exist harmoniously in the classroom environment. Storytelling and stories essentially provide students from different religious, cultural and linguistic backgrounds an effective m echanism for appreciating their world, connecting both with their cultures, as well as the cultures of other students and expressing themselves effectively to others (Diaz-Rico & Weed, (2006). The substance of storytelling is a communicative device, which requires the storyteller and listener to work together collaboratively as transmitters and receivers of both ideas and thoughts. Therefore, in the scene of an ELL classroom, storytelling is a means of communication, which allows student storytellers and listeners to share, combine and exchange their experiences in order to create associations and connections. Storytelling helps construct narratives by teaching ELLs about life, about themselves and about other students. Storytelling creates cultural understanding, which, in turn, enhances the students capacity to explore various aspects of their lives, thereby creating narratives based on their cultural roots. Within the context of constructing narrative, storytelling allows ELLs gain insights into various values and traditions and treat new ideas. Furthermore, storytelling enhances childrens capacities to empathize with unfamiliar situations and places. The development of narrative is also possible through storytelling because stories change children to reveal their commonalities and differences in the cultures represented in the ELL classroom, oddly by enabling children to open up with regard to their cultural roots. Storytelling and stories also promote narrative creation among ELLs by promoting students relaxation and overall well-being (Bruner, 2002). This is generally because storytelling enhances the willingness of ELL students to communicate their feelings and thoughts. This, in turn, enhances the construction of narrative. Additionally, stories and storytelling encourage ELLs to participate actively in all aspects of their classrooms and lessons, for instance, the construction of narrative, particularly with regard to verbal narrative. Overall, most stories involve the explanation of various actions taken by the storyteller to come across a certain result (Craig, Hull, Haggart & Crowder, 2001). As a consequence, storytelling typically entails an extensive use of words for narrate purposes. In essence, storytelling within the ELL classroom helps ELL students enhance their verbal proficiency, thereby enhancing their narrative capabilities. In addition, stories have