Supporting Oral Narrative Development of Kindergarten English Language Learners Using Multimedia Stories
Sha Yang, University of Houston-Clear Lake, United States
Journal of Interactive Learning Research Volume 27, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Narrative ability comes before literacy for bilingual students and helps narrow down the gap in text-level literacy between English language learners (ELLs) and native English speakers. Kindergarten ELLs are the best age group to receive intervention to improve their oral narrative skills. Multimedia stories have potential to assist kindergarten ELLs in developing oral narrative skills, but in previous studies, children viewed them without any support or interaction with adults, and few studies addressed how to incorporate adult intervention into children’s viewing of multimedia stories to enhance their oral narrative development. Grounded in Plass and Jones’ (2005) model of multimedia-supported cognitive processing in second-language acquisition, this paper proposed how to teach vocabulary words and implement dialogic reading while ELL children view multimedia stories to try to improve their oral narrative skills. Finally, future research directions were suggested.
Keywords: multimedia stories, kindergarten ELLs, oral narrative skills, vocabulary instruction, dialogic reading
Yang, S. (2016). Supporting Oral Narrative Development of Kindergarten English Language Learners Using Multimedia Stories. Journal of Interactive Learning Research, 27(4), 381-397. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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