STORYBOOK TO ENGAGE IN LITERACY PRACTICES IN ELEMENTARY SCHOOL IN KOREA

This study investigates ways to promote English literacy through storytelling methods based on sociocultural perspectives of literacy in Korean public elementary school settings. As a teacher researcher, I ran a storytelling afterschool program to develop English literacy using English storybooks. 14 of 3rd and 4th graders including 6 focal students participated in the study. The research findings show that storybook was useful to engage students in literacy practices in Korean elementary school context where English is taught as a foreign language. While implementing English storybooks, strengthening affective aspects within ZPD was significant. Also, scaffolding should be done in various ways. Even though the class was pursuing literacy development, oral language development was also followed. Storybook made it possible to implement literacy knowledge with ease. In teaching English storybooks in Korean context, teacher needs to consider characteristics of foreign language learners, take advantage of teaching strategies used by regular classes, and make students reflective on themselves.Language, Literacy, and Sociocultural StudiesDoctoralUniversity of New Mexico. Division of Language, Literacy and Sociocultural StudiesMahn, HolbrookPence, LucretiaCeledon-Pattichis, SylviaSanchez, Rebecc