Using a Story-Based Approach

Teacher’s Handbook: Contextualizing Language Instruction (4th ed., Shrum & Glisan)

Chapter 7 Summary

Using a Story-Based Approach to Teach Grammar

In the preparation of this summary, every care was taken to remain faithful to the work of the original authors, Bonnie Adair-Hauck and Richard Donato. Any errors or misinterpretations are made by the author of this summary, Judith Shrum.

By Bonnie Adair-Hauck, Ph.D. (University of Pittsburgh) and Richard Donato, Ph.D. (University of Pittsburgh)1

In this chapter, you will learn about:

deductive and inductive approaches to grammar instruction
focus on form
re-conceptualizing grammar instruction
story-based language learning
co-constructing grammar explanations
dialogic grammar explanations
the PACE Model: Presentation, Attention, Co-Construction, Extension

Teach and Reflect: Examining Grammar Presentations in Textbooks; Designing a Story-Based PACE Lesson; Developing a PACE Lesson for the Post-Secondary Level

Discuss and Reflect: Contrasting Explanations of Form

Conceptual Orientation

In this chapter, you will explore a dialogic approach to the teaching of grammar using cultural stories. This model is based on the concept that guiding learners to reflect on meaningful language form helps them develop grammatical concepts in the target language. This model, referred to as PACE, includes conscious attention to the target language and the need for learners to discuss grammatical forms from the perspective of meaning and use. This model differs from other approaches in three important ways. First, learners are neither left alone to reflect on form in the input nor are they the passive recipients of “ready made” grammatical rules. Second, refecting on form is raised as a topic of conversation in its own right rather than as a mini-lesson during communicative tasks and activities. Finally, learners develop grammatical concepts through through dialog with the teacher and each other, as they participate in problem-solving activity in which they are asked to reflect upon form and the relationship of forms to meanings that have been established in the context of cultural stories.

Traditional approaches to grammar instruction often involve planning lessons based on the “grammar point of the day” and teaching grammar largely through teacher explanation of grammtical rules. The PACE model views grammar teaching as a focus on a well-chosen form of language after the meaning of this form has been established in interesting and compelling contexts, such as stories, folktales, and legends. Learners are not required to master all aspects of a grammatical topic (e.g., past tense formation, the French partitive, ser vs. estar, aspect markers in Chinese) but rather focus solely on the part of the language that is relevant to understand the story and to express opinions, ideas, and feelings about the text. In this way, the language is examined in smaller installments rather than in lists of decontextualized rules and exceptions to these rules characteristic of many textbook grammar presentations.

Teachers who are committed to teaching language for communication often find it difficult to include“grammar instruction” into their curriculum and lessons. The SFLL stress that knowledge of the language system, including grammar, vocabulary, phonology, and pragmatic and discourse features, contributes to the accuracy of communication. Researchers agree that reflecting on aspects of the language that are relevant to the communication task, or what is refered to as “focus on form,” is beneficial to learners and is critical to making progress as language users (Adair-Hauck & Donato, 1994; Anton, 1999; Ellis, 1988, 2004; Gass & Selinker, 2001; Herron & Tomasello, 1992; Hinkel & Fotos, 2002; Larsen-Freeman, 2003; Lightbown & Spada, 1990; Long, 1991; Salaberry, 1997). In contrast to traditional grammar teaching, focus on form largely depends on what learners need for communicative purposes rather than on a predetermined grammatical syllabus. Liskin-Gasparro (1999) illustrates what teachers attempt to do when they focus students’ attention on form for purposes of communication. She states that teachers are “supplying information about how the language works when one or more students experience what we might call communicative urgency, a need to say something and, thus, a desire for grammatical information.” In this chapter, the term grammar instruction refers to a focus on a particular form of language that is relevant to the context, such as a cultural story, and essential to developing the ability to make meaning in the foreign language. Focus on form can emerge spontaneously as learners need to understand language to express themselves and deepen their comprehension of texts. Teachers can also draw students’ attention to form that is particularly relevant to the context of the lesson.

Key point: “Focus on form” largely depends on what learners need for communication purposes raher than on a predetermined grammatical syllabus.

Ellis (2008) points out that there is now widespread acceptance that acquisition requires learners to attend to form. However, learning grammatical structures apart from their use and function is pointless unless one wants to be a linguist or describe a language systematically without becoming a communicatively competent user of that language (Larsen-Freeman, 2003). Like road signs, grammatical structures take on meaning only if they are situated, within a context, within people, and within connected discourse. They become internalized only if the learners are placed in a situation in which they need to use the structures for communicative and participation in communcative events (Adair-Hauck & Donato, 2002; DeKeyser & Sokalski, 1996; Fotos & Ellis, 1991; Salaberry, 1997; Shaffer, 1989; VanPatten & Cadierno, 1993). Thus, an important role of the language teacher is to create learning situations in which students perceive how grammar can be used to comprehend and interpret the target language and how to use grammar in meaningful exchanges. In other words, learners need to understand how grammar will enable them to become better meaning makers.

The Deductive and Inductive Dichotomy

Although many researchers agree on the benefits of some grammar instruction, the term “teaching grammar” has a variety of meanings (Ellis, 2008). Most applied lingusitics agree that deductive and inductive approaches are the two predominant types of grammar instruction in classrooms today. Other language teaching specialists include the use of tasks where learners are directed to pay attention to pre-selected forms or pre-planned forms to complete tasks successfully. Despite this ostensibly neatly organized view of grammar teaching, deductive and inductive approaches to learning represent two dichotomous perspectives on how grammar is taught and learned. On the deductive side of the dichotomy is explicit grammar instruction that involves teacher explanations of rules followed by related manipulative exercises intended to practice the new structure. The expected outcome of a deductive approach is that students learn the designated forms of the language, so that later they will be able to perform selected communicative or meaning-making activities. In this paradigm, structures and grammar are viewed as a priori knowledge which will enable the learner to eventually communicate (Hopper & Thompson, 1993; Mantero, 2002; Van Patten, 1998).

Many language learners have experienced the deductive approach of grammar instruction. Most textbooks still present grammar explanations in this fashion, followed by manipulative drills that are cast in shallow and artificial contexts unrelated to the real communicative intentions of learners (Aski, 2003; Walz, 1989). Thus, these practice opportunities are often meaningless to learners and are not capable of engaging their language problem-solving skills and their desire to communicate using the forms they are learning (Adair-Hauck & Donato, 1994; Brooks & Donato, 1994). Teachers often observe that these artificial opportunites for practiceoften result in unmotivated and lethargic responses in learners, no matter how much context is given in the directions or how much personalization is provided.

A deductive approach to grammar instruction invests the teacher with the responsibility for understanding and constructing grammatical knowledge; it assigns a passive role to the learners. Learner interaction takes place, if it occurs at all, only after the teacher’s grammatical explanations and practice exercises consisting of disconnected sentences unrelated to an overall theme. A deductive approach to grammar teaching requires learners to focus on grammatical forms before experiencing their meaning and function in a communicative encounter (Larsen-Freeman, 2003). This linear model of teaching a form before using a form has distinct disadvantages and does not support learning grammatical knowledge. When learners are presented with ready-made explanations of grammar by the teacher, they are denied the opportunity to explore, solve problems, and construct for themselves an understanding of the form; predictably, they do not perceive a valid reason for learning the particular grammar point no matter how skillfully or succintly a grammatical feature is presented in a rule-based fomula. Sociocultural theory (Rogoff, 1990; Vygotsky, 1978; Wertsch, 1991) reminds us that it is dialogic, joint-problem solving that leads to cognitive development.

On the other side of the instructional dichotomy is the inductive grammar approach. The inductive approach (Krashen, 1985; Terrell, 1977; Dulay & Burt, 1973), rejects the need for any explicit focus on form. Proponents of inductive teaching argue that learners can acquire language naturally if they are provided with sufficient comprehensible input from the teacher. Furthermore, the approach maintains that grammatical development follows its own natural internal syllabus; thus, any explicit teaching of form is pointless and not worth the instructional time and effort of the teacher and the students. If learners are exposed to a sufficient amount of language that interests them and is globally understandable to them, they will eventually be able to induce how the structures of the language work. Learners should be able to perform hypothesizing and language analysis on their own as comprehensible input becomes intake.

However, research has shown that some learners do not attend to or “induce” the teacher’s pre-selected grammatical point on the basis of input alone. One reason for this may be that the implicit approach clearly places little importance on mediating the students’ understanding of the grammatical feature in question, reducing the teacher to a provider of input rather than of responsive instructional assistance. Herron & Tomasello (1992) also state that the inductive approach cannot guarantee that the learner will discover the underlying concepts or that the induced grammatical concepts will actually be correct. Adair-Hauck (1993) found that when learners were asked about their emerging understandings and self-generated “discoveries” about form, they often had inaccurate or partial understandings of the grammatical concept. Additionally, some students failed to perceive the grammatical pattern that the teacher presented even when the structure was embedded in a meaningful context and made salient through repetitions in the input. Even in studies where the target form is highlighted or manipultaed in some way to draw the individual learner’s attention to the target form, findings of successful outcomes are inconsistent. Furthermore, the inductive approach can frustrate adolescent or adult learners, many of whom have already become analytical with regard to the rules that govern their native languages. These learners often want to hasten the learning process by consciously comparing and contrasting their own native language rules to the rules that govern the new target language.

Re-Conceptualizing Grammar Instruction

Although deductive and inductive grammar instruction are clearly opposite approaches to teaching and learning grammar, they share some notable deficiencies. Neither approach acknowledges the critical role of the teacher in mediating understandings of how the new language works, and neither acknowledges the contributions and backgrounds that the learners bring to the instructional setting for collaborating with the teacher on constructing a grammatical explanation (Donato & Adair-Hauck, 1992). Moreover, neither approach recognizes the social aspects of learning that take place routinely among people in the world, outside of the classroom. In deductive and inductive approaches, learning is seen as exclusively located in the individual rather than situated in the dialogic interactions between them. A sociocultural approach to instruction indicates that learning is an emerging, social, and interactive process situated in cultural contexts, such as schools and classrooms, and assisted through tools, the most notable being language. Therefore, theory and research have provided two dichotomous approaches to learning and processing grammatical information, both of which fail to take into account the collaborative, dialogic, and social aspects of learning (Adair-Hauck, 1993, 2007; Adair-Hauck & Donato, 1994, 2002; Donato 2004). Neither approach recognizes the dialogic interactions that are fundamental to learning as it occurs naturally between humans in everyday life (Adair-Hauck, 1993, Adair-Hauck & Donato, 1994; Donato, 2004; Forman, Minnick, & Stone, 1993; John-Steiner, 2000; Lave & Wenger, 1991; Rogoff, 1990; Stone, 1993; Wenger, 1998).

We advocate a story-based and dialogic approach (Adair-Hauck, 1993; Donato & Adair-Hauck, 1992) that contrasts with both the traditional deductive approach and the inductive approach to learning, perhaps reconciling the polarized views of grammar teaching, as shown in Figure 7.1. This dialogic approach allows teachers and students to build understandings of form as they are encountered in meaningful contexts. A dialogic co-constructed approach to grammar instruction does not assume that students must re-invent or discover the generalizations about grammar that they already know (Karpov, 2003; Negueruela & Lantolf, 2005). This approach recognizes that concepts, including grammatical concepts, cannot be given to learners ready-made and that they are subject to continual revision and development (Vygotsky, 1986).

Basic Principles of DialogicStory-Based Language Teaching

Words, phrases, or sentences are not linguistic islands unto themselves. On the contrary, these linguistic elements gain meaning and functiononly when they are placed in context and in a whole text. For example, using the subjunctive in French, Spanish, or Italian when giving advice on good eating habits to a friend takes on meaning and function in the whole context of giving advice. Compare this to simply giving students a deductive explanation of the subjunctive, which does not situate its use and fails to illustrate how the form is used to make meaning in the language, resulting in a decontextualized academic exercise in language analysis rather than language use.

If words only take on their meaning and function when used in connection to each other, learners need to encounter grammar in action in contextualized language and connected discourse (e.g., stories, legends, poems, listening selections, cartoons, songs, recipes). Emphasis needs to be placed on meaning-making and sense-making before a focus on form can be a productive instructional activity. In this way, a story-based language approach stresses connected discourse and encourages learners to comprehend meaningful texts from the very beginning of the lesson. As learners comprehend meaningful texts (e.g., stories), the forms of the language take on meaning and their uses become transparent. Once learners understand the meaning of the whole text, they will be better able to focus on and understand the contribution of the parts of the text to the

meaning of the whole (Adair-Hauck & Cumo-Johanssen, 1997; Adair-Hauck & Donato, 1994; Fountas & Hannigan, 1989; Freeman & Freeman, 1992; Hughes & McCarthy, 1998).

Key point: A story-based language approach stresses connected discourse and encourages learners to comprehend meaningful texts from the very beginning of the lesson.

By introducing a lesson with a whole text, the teacher uses the grammatical feature in a meaningful way and makes obvious the meaning and function of the grammar structure. In this way, the teacher foreshadows the conversation about grammar that will occur after comprehension of the meaning of the feature has been achieved. Galloway & Labarca (1990) explain how foreshadowing of new language elements is beneficial: It provides “learners with a ‘feel’ for what is to come and can help learners cast forward a familiarity net by which aspects of language prompt initial recognition and later, gradually, are pulled into the learner’s productive repertoire” (p. 136). The story or text highlights the functional significance of the grammatical structure before learners’ attention is focused on the systematic grammatical features of the specific form. This approach is consistent with Ausubel, Novak, & Hanesian’s (1968) idea of using advance organizers to assist learners, providing an “anchoring framework” for the new concepts to be learned; in this approach, the story “anchors” the new structure.

A story-based approach invites the learner to comprehend and experience the meaning and function of grammar through integrated discourse in the form of a story. The process of understanding a story in a foreign language creates a Zone of Proximal Development (ZPD) where responsive assistance is provided and target language development occurs. As a result, from the very beginning of the lesson, the teacher and learners are engaged in authentic use of language through joint problem-solving activities and interactions to render the story comprehensible. By using simplified language, pictures, and gestures, the teacher scaffolds and guides learners to comprehend the story. Once comprehension is achieved, the teacher can then productively turn the learners’ attention to various linguistic elements previously encountered and anchored in the narrative.

Key pont: Foreshadowing of new language elements provides learners with a “feel” for what is to come.

Why Use Stories?

Storytelling is an ancient, human pastime, often used to entertain, to explain the human condition and to share an aesthetic experience through expressive language (Pellowski, 1984). Furthermore, storytelling is a natural, human activity that is socially-mediated on a daily basis outside the walls of the classroom. Cross-culturally, there is a deep need for human beings to exchange and tell stories (Morgan & Rinvolucri, 1983). Likewise, research in sociocultural theory has turned attention to the importance of collaborative interaction in several academic disciplines. To situate grammar instruction in sociocultural theory, we discuss the principles of a story-based approach to grammar instruction, and then present how to use collaborative dialogic problem solving in a story-based lesson to enhance the learning and use of grammar.