The effect of a “visual toward verbal” training in narrative confidence for children in a multicultural context
Narrative skills are very important in children’s lives: they represent the basis
for academic, cognitive, social and identity development. Improving narrative
ability can be very hard for children who live in a context where the common
language is not their first language. Lexical and syntactical difficulties
can lead children to give up trying to express themselves, preventing them
from continuing to practice.
For this reason, we tried to proposed a workshop for a 3rd grade class in a
multicultural context, in order to develop at the same time narrative skills
and engagement in storytelling. A series of activities gradually brought pupils
from imagining, through action, to speech, while allowing everyone to find
their favorite communication channel. The results were encouraging, as the
activities structured in this way allowed even those who started from a disadvantaged
situation to strengthen their self-efficacy and to participate in
the same way as the others. Peer collaboration and the active role of the children
were essential characteristics for the success of the project.
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