Please use this identifier to cite or link to this item:
Title: From Implicit to Explicit: Literacy and the Oral Narrative within ESL Classrooms
Contributor(s): Kigotho, Mutuota  (author)orcid 
Publication Date: 2007
Open Access: Yes
Handle Link:
Open Access Link: Access Link
Abstract: Implicit knowledge is one of the most important forms of knowledge available to teachers of language (Scardamalia and Bereiter, 1982; 1986; Richmond, 1990). In the teaching of narrative writing, while many opportunities are given to students to write narrative, resulting "stories" might contain no evidence of the crucial move to describing a dramatic disruption of the on-going events that lead to a final resolution in a narrative (Riley and Reedy, 2000). There is a significant amount of available literature showing that narratives have an inherent structure (Propp, 1968; Labov and Walezky, 1967; Labov, 1972; Fitzgerald and Teasley, 1986; Berman and Slobin, 1994). This paper reports the findings of a controlled experiment carried out in Kenya where girls aged between 15 and 18 to whom English was taught as a Second Language participated. The findings suggest that activating implicit knowledge of narrative structure by the use of the traditional oral narrative has the potential to improve literacy in general and the teaching of writing in particular within secondary schools especially where English is taught as a Second Language.
Publication Type: Conference Publication
Conference Details: AARE 2006: International Education Research Conference: Engaging Pedagogies, Adelaide, Australia, 26th - 30th November, 2006
Source of Publication: AARE Conference Papers, v.2006, p. 1-26
Publisher: Australian Association for Research in Education (AARE)
Place of Publication: Melbourne, Australia
ISSN: 1324-9339
Fields of Research (FoR) 2008: 130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
950201 Communication Across Languages and Culture
950202 Languages and Literacy
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
Publisher/associated links:
Appears in Collections:Conference Publication
School of Education

Files in This Item:
3 files
File Description SizeFormat 
Show full item record

Page view(s)

checked on Mar 8, 2023
Google Media

Google ScholarTM


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.