As a teacher who loves using Story Listening and Reading to facilitate language acquisition, the question I get asked the most is: “What happens after the story?” I am excited to provide a response in this post. Ready?
Nothing has to happen after the story.
The heart of Story Listening and Reading is that the story itself, if compelling and comprehensible, is enough. An interesting story delivered using Comprehension-Aiding Supplementation provides rich comprehensible language at i+1 to your students in a low anxiety setting, which is exactly what the brain needs to “create a mental representation of language” (Van Patten, 2017).
With Story Listening, “there is no expectation of immediate mastery” (Krashen, Mason, Smith, 2018).
When we tell a story, we are not interested in specific vocabulary targets, we are simply delivering an interesting and comprehensible message. We know it is interesting because these stories have stood the test of time (think Grimm Tales or legends), or have been written by professional authors who have mastered the art of hooking you into a story and keeping you interested (think J.K. Rowling), or they just speak to our soul (think Malala’s story). It is the accumulation of comprehensible and interesting stories that drives retention and eventually acquisition.
If you are asking “What comes after the story” because you are worried there won’t be enough repetition of vocabulary for the language to stick, Dr. Mason has got you covered. She and Dr. Krashen have done several studies comparing vocabulary gained by students who only listened to a story, versus students who listened to a story and did post story activities to study the vocabulary. The studies show that while students who did post story activities gained more vocabulary, they also devoted a lot more time to vocabulary study than the students who only received the story. So, if you bring their vocabulary gain back to words per minute, the story-only group was much more efficient. Because I originally had a hard time believing this myself, I ran my own amateur research, and reproduced these results with a 7th grade class. Mind blown!
So, you have just told a story, and now you have time left. What do you do?
Here are some low-accountability options:
- Collect feedback about comprehensibility
- Collect feedback about pace
- “Review” phrases you have written on the board during the story
- Explore a cultural point
- Take a brain break
To view the above suggestions in action, watch the last 10 minutes of this Story Listening lesson.
- Organize a quick class or partner reaction in L1 or L2
- Read the adaptation of the story together
- Illustrate the story to demonstrate comprehension
- Write a retell of the story in L1 or L2 (Personally, I have stopped doing this as it takes too long. I only use retells for formal assessments or for sub plans)
- Something unrelated and appropriate for your students! (when I taught Elementary for a year, we would do TPR, songs, and/or games after the story)
- Tell another story
Looking to try Story Listening? Here are 40 Novice stories to get you started (complete with original script, adaptation, and an in-class video)
Story Listening for Elementary? Check these out (and please feel free to also check out a language you don’t understand well to see the power of this method):