Story telling may be one of the most ancient of arts. However,
since the invention of the printing press, the art has been generally
lost as a common activity of every family and group. Now it seems
to have been relegated, along with music and the visual and kinesthetic
arts, to the realms of the elite. Now we pay to hear story tellers
in theaters and on the television, but rarely teach it in the
schools or model it in the homes. Teachers and parents can learn
to tell stories in ways that are effective.
The story teller must become released from the prison of the print
and make the tale come alive through the most natural of speech,
as well as appropriate vocal inflections, and even facial expressions.
The story teller must adapt every telling to the listeners. Be
aware of what they know about the subject, and the language of
the tale. Use props and physical enactments to enhance the meaning.
Meaning is personal to every listener, so the story teller must
accomodate every different understanding.
A demonstration of four types of story telling techniques follow
in which varieties of languages, dialects, and local knowledge
are valued in order to empower all students in school achievement:
*the use of minority languages
with simple songs and words inculded with the English language
telling used with English dominant audiences when another language
is being introduced;
*code switching for audiences
who have at least receptive bilingualism in the two languages,
(not for teaching of either language);
*chained stories
in which a concept is started in one language then passed on to
the other language without repeating the story, a technique for
audiences with monolingual speakers of each of the two languages;
*drama in two languages, providing
an option as to whether the presentation is given in one or the
other, with or without translation for the audience.
Minority Languages
Easy access to minority cultures and languages can be provided
with simple songs and stories.
Go to Minority Languages.
Code Switching Stories
Code switching includes shifting from one language to another
within a communication, whether switching by sentence, word, or
within a word. This is a common practice among bilinguals who
have confidence in each other, and competence in two languages.
Go to Code Switching Stories.
Cuentos Encadenados (Chained
Bilingual Stories)
The cuentos encadenados that follow do not represent the exact
way that these stories should be told to every audience, or to
every bilingual audience. They are presented as examples of what
can be done to communicate with a group containing monolinguals
of both languages. Go to Cuentos
Encadenados.
Drama in Two Languages
The next example is an example of materials available completely
in two languages. "El Cestero en el Cinco de Mayo" is
written in Spanish with eight syllables in each line in the style
of Lope da Vega. The story explains the purpose of the Cinco
de Mayo celebration from the perspective of one day in the
life of a basketmaker and his grandson. The format is flexible,
with optional scenes and songs (not shown). go
to EL CESTERO EN EL CINCO DE MAYO
Stories of Heritage Cultures
There are many reasons when a heritage story must be told in the
lingua franca. Here is an example from the Zuni. Go to The
Snake.