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![The Digital Wilds
“digital spaces,
communities, and
networks [where language
learning occurs] that are
independent of formal
instructional contexts”
(Sauro & Zourou, 2019, p. 1)](https://image.slidesharecdn.com/flteachingcolombiasauro-201130205756/75/Storytelling-in-the-Foreign-Language-Classroom-6-2048.jpg)
![“this writing activity has
influenced my language
skills…. During this project I
have been able to expand
my repertoar [sic] of English
words which are not so
commonly used in everyday
English anymore.”
(Sauro & Sundmark, 2016, p. 420 )](https://image.slidesharecdn.com/flteachingcolombiasauro-201130205756/75/Storytelling-in-the-Foreign-Language-Classroom-17-2048.jpg)
Uploaded byShannon Sauro
Storytelling in the Foreign Language Classroom
The document discusses the integration of storytelling and fanfiction into foreign language classrooms, highlighting the positive impact of technology on language learning. It presents examples of collaborative fanfiction projects that enhance students' writing and linguistic abilities through engaging with popular culture. The Fantales project is introduced as a resource providing teaching materials and prompts to facilitate multilingual storytelling and interactive fiction in language education.
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Storytelling in the Foreign Language Classroom
- 1. Storytelling in the ForeignLanguage Classroom Shannon Sauro University of Maryland, Baltimore County @shansauro l ssauro.info l ssauro@umbc.edu
- 2. Once upon atime… The changing role of technology in language teaching
- 3. “For many diverselearners, the use of computer technology for all facets of second language learning has dramatically increased as the reach of the internet continues to spread, providing access to social media, reference materials, online instruction, and more.” (Chapelle & Sauro, 2017, p. 1)
- 4. Technology-Mediated Challenges for Reading andWriting “Students nowadays constantly engage in reading and interacting often by using short, de-contextualized informal language that may distract them from focused thinking. One important challenge today for educators is then to find creative and effective ways to lead distracted readers back to productive language learning.”.” (Liaw & English, 2017, p. 70
- 5. How do we encouragein our students the sustained and effortful use of the target language that we know is necessary for language learning?
- 6. The Digital Wilds “digitalspaces, communities, and networks [where language learning occurs] that are independent of formal instructional contexts” (Sauro & Zourou, 2019, p. 1)
- 7. Online fandom: “the localand international networks of fans that develop around a particular program, text or other media product” (Sauro, 2014, p. 239)
- 8. “A fan isa person with a relatively deep positive emotional conviction about someone or something famous...” (Duffet, 2013, p. 18) Photo credit: Sake Jager
- 9. Language learning through fanpractices in the digital wilds • Anime and manga consumption • Fan site web design • Debating and modding • Fan translation • Spoiling • Fanfiction (see Sauro, 2017 for an overview) Art: Foxestacado
- 10. Fanfiction: "writing that continues,interrupts, reimagines, or just riffs on stories and characters other people have already written about." (Jamison, 2013 p. 17) Art: Foxestacado
- 11. Yin, a Hmongrefugee to the US from Thailand, began reading and copying fanfiction for the purpose of drawing fanart. Later, she progressed to writing summaries and eventually her own stories. Thus, Yin’s reading of fan fiction scaffolded her emergent ability to write two very different kinds of texts in L2 English. (Li, 2012) Art: Foxestacado
- 12. Fans of theband One Direction who were members of a fanfiction group recognized that certain language skills they developed through fanfiction transferred to the classroom and their academic writing: vocabulary and grammar knowledge, identifying their own errors. (Korobkova & Black, 2014)
- 13. What happens when youbring fanfiction tasks into an advanced English as a foreign language class? (Sauro & Sundmark, 2016; 2019) Art: mudblood428
- 14. The Context: Malmö Afirst year required university English teacher education course (B2-C1) on teaching literature and creative writing for secondary and upper secondary school in Malmö, Sweden. (Sauro & Sundmark; 2019, 2016)
- 15. A six-year projectthat explored collaborative fanfiction writing in a university English as a foreign language class: • The Blogging Hobbit • A Study in Sherlock • The Potter Project (Sauro & Thorne, forthcoming 2021)
- 16. Components of the FanfictionProject 1. A collaborative fanfiction story written in groups of 3- 6 students – 1000 words from each student. – Stories ranged from 3000- 16,000 words 2. An individual reflection paper asking them to explore which linguistic features and literary devices they attended to in their fanfiction.
- 17. “this writing activityhas influenced my language skills…. During this project I have been able to expand my repertoar [sic] of English words which are not so commonly used in everyday English anymore.” (Sauro & Sundmark, 2016, p. 420 )
- 19. “…my interest inDoyle and the Sherlock Holmes world is still at an intermediate level…. On the other hand, my knowledge of the Scooby Doo universe is far greater and I could enter that verse much easier than the universe of Sherlock Holmes.” (Student 18, Cohort 2015)
- 20. “This project mademe pay attention to grammatical aspects in the Harry Potter books. For example, Rowling doesn’t use a lot of transitional words, which we just used a lot in academic writing, but rather she uses colons. I have never used colons before in my writing so that was fun to learn.” (Student 44, Cohort 2017) Art: Foxestacado
- 21. What happens when fanfiction tasksare brought into the secondary school foreign language classroom? (Cornillie, Buendgens-Kosten, Sauro & Van der Veken, forthcoming 2021)
- 22. • 21 Belgianupper secondary school students (aged 17 to 18) • B2 English proficiency according to the Common European Framework of Reference. • Organized into eight collaborative groups (2 - 3 students per group). Tales from an EFL Classroom
- 23. This multiweek assignment (approx.25 classroom hours) was based upon Assassins Creed, an action-adventure video game with a narrative element, each version of which features a different time period and region where the story takes place (e.g. the Peloponnesian War between Athens and Sparta in Ancient Greece; Paris just before the French Revolution.) The Quest
- 24. Extract from ‘Notabout pyramids’ incorporating the setting of Assassin’s Creed: Black Flag
- 25. “It improved ourwriting skills because first we never wrote such an extensive text and now, we did, and we did it descriptive. So, it improved our writing skills.” (Interview 1, Participant 5)
- 26. “I think thatwith the English we had to pay attention to the structures of the sentences because it was very tempting to start every sentences with “he…”, “he did this…”, “he did that…”, and then continue like that or to just make very short sentences instead of kind of trying to build a decent, beautiful sentence that you would actually read in a book.” (Fanfiction interview 2, participant 4) (Cornillie et al., forthcoming 2021)
- 27. The tale continues… Whatdoes this mean for other foreign language classes??
- 28. The FanTALES projectmerges practices from fanfiction, interactive fiction (a form of non-linear narrative that verges on the world of gaming) and multilingualism to deliver technology-mediated storytelling tasks to the European language classroom and beyond. https://www.fantales.eu Fan Fiction Multilingual storytelling Interactive Fiction Tele- collaboration
- 29. FanTALES Teaching Resources •Storytelling Prompts and Rubrics translated and adapted for English, German, Dutch and Swedish. • Teacher Handbook including sample lessons and detailed guidance on implementing and adapting materials for different languages and learner populations. • Interactive Online Platform (Freely available to download at https://www.fantales.eu/results/ )
- 30. Example Fanfiction Prompt Fusion isa type of fanfiction where two (or more) source texts are combined. In your story, you will combine a fairy tale with another story (either a fairy tale or a non-fairy tale).
- 31. Example Multilingual Storytelling Prompt Somebodyhas cursed Harry Potter. He is no longer able to speak in English. To keep young Harry Potter safe and to allow him a normal childhood, Dumbledore sent Hagrid to leave Harry with a Belgian wizard family. Harry therefore never acquired English. Art: Foxestacado
- 32. Example Interactive Fiction Prompt TheEvil Queen from Snow White is in an even fouler mood than usual. Alternatively, she has fallen in love, and is exceptionally kind to Snow White. Rewrite the Magic Mirror scene in such a way that the reader can decide on how the queen expresses her mood.
- 33. Evaluation Tools In additionto storytelling prompts, FanTALES has developed assessment tools (checklists, rubrics, peer assessment) that teachers can adapt for fanfiction, multilingual storytelling, and interactive fiction.
- 34. Teacher Handbook • Examplesurveys for gathing information on potential source texts. • Suggestions for adapting tasks for different levels of proficiency and learner populations. • Additional classroom teaching ideas to scaffold. • Suggestions for adapting activities for online teaching.
- 35.
- 36. Fanart Acknowledgement Fox Estacadoof The Art of Fox Estacado: Fine Fan Art and Geekery (artbyfox.storenvy.com). All rights reserved and used in this presentation with permission. Mudblood428 of Potter on Paper (http://www.mudblood428.com). All rights reserved and used in this presentation with permission. @shansauro l ssauro.info l ssauro@umbc.edu
Editor's Notes
- #9 “…’fan’ is actually a much wider social category, referring to a mode of participation with a long history in a variety of cultural activities, including literature, sports, theater, film, and television” (Cavicchi, 1998 p. 3).
- #25 Most students who were familiar with the game series used some story elements and characters from the game (Figure 2), while others did not base their story on the game, but only used a setting from the game universe. For example , one group used the setting of Assassin’s Creed: Black Flag to write about a female pirate captain, because they were all fans of Keira Knightley in Pirates of the Caribbean and they wanted to add some romance to their story (Figure 3).
- #31 Fusion can include, for example, a combination of multiple fairy tales being combined (e.g. two Grimms' fairy tales, or a Grimms’ and an Andersen’s fairy tale) or a combination of fairy tales with non-fairy tale stories. In your story, you will combine a fairy tale with another story (either a fairy tale or a non-fairy tale).