The following paper was developed in the context of internationalization in education and how international education can be promoted. According to a popular online encyclopedia, internationalization in a broader sense can be regarded as international activities, mostly regarded in an economic sense as the process of increasing involvement of enterprises in international markets (see: Wikipedia/internationalization) However, international activities in the economy not only affect economies itself but also societies worldwide. Therefore, people involved need to adapt their perspective from a national towards a more international one. Thus, activities towards internationalization should first of all be promoted in education for students to acquire the necessary intercultural knowledge to be equipped with the necessary competencies to become a global citizen.
Table of Contents
1 Introduction
2 Main Part - Second Language Learning and Storytelling
2.1 Storytelling as a Tool to Combine Second Language Learning and Internationalization
2.1.1 Second Language Acquisition and Second Language Learning
2.1.2 Storytelling
2.1.3 Conclusion
3 Project Close-up
3.1 Project Abstract
3.2 The Project in Detail
3.2.1 Mode of the Project - Exchange
3.2.2 Objectives and Potential Project Results
3.2.2.1 Objektives
3.2.2.2 Potential Project Results
3.2.2.3 Optional Project Results
3.2.3 The Project Consortium and their Tasks
3.2.3.1 Project Partners
3.2.3.2 Associated Partners
3.2.3.3 Tasks
3.2.4 Prerequisites – Before the Project and the Project Meetings
3.2.5 During the Project – Project Program
3.2.5.1 First Project Meeting – The Beginning of a Story
3.2.5.2 Second Meeting – A Story Unfolds
3.2.5.3 Third Meetings - A Story Comes to an End
3.2.6 Use of Material and Integration of ICT
3.2.7 After the Project Meetings - Follow-up Phase
3.2.8 Challenges and Limitations of the Project
4 Conclusion and outlook
4.1.1 Exploitation and Sustainability Strategy
Objectives and Scope
The primary objective of this paper is to explore how schools can implement internationalization strategies by integrating storytelling as a pedagogical tool to foster both second language acquisition and intercultural learning. The research aims to design a practical, project-based framework for school exchanges that enhances students' linguistic competencies, intercultural awareness, and global perspective.
- Integration of storytelling into the school curriculum to promote language learning.
- Development of intercultural competence through cross-border school exchanges.
- Reduction of language anxiety and improvement of communication skills in a foreign language.
- Creation of a sustainable project framework that includes teacher training and student collaboration.
- Application of digital tools (ICT) to support collaborative narrative projects.
Excerpt from the book
2.1.2 Storytelling
To most people storytelling is associated with memories dating back to ones childhood where stories were narrated by parents, grand parents or nurses in kindergarten. Storytelling however, was not just a means to entertain but it was “one of the first methods of oral communication, the old testament as well as much history ans culture came down trough and prevailed by the telling of stories” (see: Gareety. 2008).
Stories are narratives and are seen as one of the most important modes of human thought. The narrative mode makes sense of the world by interpreting human actions and intentions, organizes everyday experience, and seeks plausibility and internal consistency that is lifelike. Through narratives, we develop a deeper understanding of the social world; of how others think, why they behave the way they do, and the implications people's actions hold for others. The stories we share of our life's experiences are shaped, in terms of content and organization, by the stories others tell to us within our culture. Hence, narratives are powerful tools for socialization and an effective way to transmit cultural knowledge, values, and beliefs (see: Miller et al. 1997). Stories safeguard and codify conventions, norms and beliefs, values, memories and cultural heritage. They are carriers of culture. Stories and storytelling are a vital part of cultural heritage in any culture. Stories are carriers of traditions, customs and culture-specific conventions. Storytelling means telling cultural heritage, which is an important basis to understand different cultures and to acquire a notion different perspective on culture. It may also be a means to acquire inter-cultural knowledge and competencies (McKeough et.al. 2008). Stories define us, shape us, control us, and make us. Not every human culture in the world is literate, but every single culture tells stories (see: Friday. 2014).
Summary of Chapters
1 Introduction: This chapter contextualizes internationalization in education and outlines the project's purpose of combining storytelling with language learning.
2 Main Part - Second Language Learning and Storytelling: This section covers theoretical foundations regarding language acquisition and the multifaceted role of storytelling in education.
3 Project Close-up: This chapter details the practical implementation, objectives, structure, and challenges of the proposed international school exchange project.
4 Conclusion and outlook: This final section reflects on the project's sustainability and its potential long-term impact on globalized educational practices.
Keywords
Storytelling, Second Language Acquisition, Intercultural Learning, Internationalization, School Exchange, Language Fluency, Communication Skills, Narrative Competence, Education, Cross-cultural Dialogue, Language Anxiety, Digital Literacy, Collaborative Learning, Teacher Training, Sustainability
Frequently Asked Questions
What is the core focus of this research paper?
The paper explores the synergy between foreign language learning and internationalization by implementing a structured storytelling project within international school exchanges.
Which central thematic areas are covered?
The work addresses language acquisition theories, the role of narratives in socialization, intercultural communication, and the practical logistical requirements of managing international school projects.
What is the primary objective of the proposed project?
The aim is to foster students' foreign language competencies and global awareness by creating a collaborative environment where they share and construct stories across different cultures.
Which scientific methodology is utilized?
The paper adopts a pedagogical research approach, synthesizing existing literature on second language acquisition (specifically Krashen’s input hypothesis) with practical frameworks for project-based learning and school management.
What does the main body of the paper cover?
It covers theoretical background on language learning and storytelling, followed by an extensive guide on how to plan, conduct, and evaluate international exchange meetings.
Which keywords best characterize the paper?
Key terms include Storytelling, Intercultural Learning, Internationalization, School Exchange, Language Acquisition, and Collaborative Learning.
How does the project plan to handle language anxiety?
By shifting the focus from perfect grammar to meaning-making through storytelling, the project aims to build student self-confidence and provide a more supportive communicative environment.
What role does Information and Communication Technology (ICT) play?
ICT is used to enhance the exchange experience through tools such as blogs, video documentaries, and collaborative online platforms, making the project more engaging for modern students.
How is the sustainability of the project ensured?
Sustainability is addressed through the creation of reusable education packs, teacher training resources, and by integrating the project into the existing school curriculum rather than treating it as an isolated event.
- Arbeit zitieren
- Magister Artium Sandra Prätor (Autor:in), 2014, Storytelling as a Tool to Combine Second language Learning and Internationalization of Learning, München, GRIN Verlag, https://www.hausarbeiten.de/document/429124
