CLELEjournal (May 2019)
Expressive Reading and Dramatization of Stories in Teaching English to Young Learners
Abstract
The paper presents an action research project developed in the practicum of the Master Degree in Teaching English in Primary School at the University of Minho, Portugal, focusing on expressive reading and the dramatization of stories in a 4th grade English class. The project objectives were: to identify initial perceptions of children about English language learning; to analyse their receptivity to expressive reading and the dramatization of stories in English; and to understand the effects of expressive reading and the dramatization of stories on learning. After a phase of context analysis, four teaching sequences were developed around four picture stories, with a particular focus on one of the stories that was dramatized and presented publicly. Data was collected through learner questionnaires and informal observations of learner performance. Results allowed us to conclude that the pedagogical experience was successful in this class. It promoted children’s contact with stories in English and stimulated their interest for expressive reading and the dramatization of stories, along with the development of language skills.
