ChildrenChildren’’s Narratives: s Narratives: A Mirror of their A Mirror of their Social SensitivitySocial Sensitivity

Research ReportResearch ReportPaola Quevedo GPaola Quevedo Góómez (M.A.)mez (M.A.)1414thth National ELT Conference:National ELT Conference:

Innovation and Professional Development in ELTInnovation and Professional Development in ELTWednesday, September 21Wednesday, September 21stst 2011 2011

Objectives of the sessionObjectives of the session

To explore a new perspective of Writing.To explore a new perspective of Writing.

To report about the social dimension of To report about the social dimension of Writing through ChildrenWriting through Children’’s Narratives.s Narratives.

To portray how by means of narrativising life To portray how by means of narrativising life stories raising awareness can come up.stories raising awareness can come up.

To invite EFL teachers transform their settings To invite EFL teachers transform their settings and their studentsand their students’’ views towards the act of views towards the act of writing critically.writing critically.

Initial Warmer: Pair DiscussionInitial Warmer: Pair Discussion

What is your What is your WritingWriting view?view?

Is Is WritingWriting an active part of your teaching practice?an active part of your teaching practice?

How do you ask your students to write?How do you ask your students to write?

Under what instructions do you ask them to do it?Under what instructions do you ask them to do it?

Which aspects do you consider when indicating your Which aspects do you consider when indicating your students what to write?students what to write?

Please, write the last instruction you told your students in Please, write the last instruction you told your students in order to write:__________________________________order to write:__________________________________

Final Warmer: Pair DiscussionFinal Warmer: Pair Discussion

1. Name a 1. Name a Social IssueSocial Issue: __________: __________

2. How would you define:2. How would you define:

a a ““narrativenarrative””??

““concientizationconcientization””??

““voicevoice””??

““social sensitivitysocial sensitivity””??

““writing as a social practicewriting as a social practice””??

3. What comes to your mind with the idea: 3. What comes to your mind with the idea: ““River of LifeRiver of Life”” ??

ChildrenChildren’’s Narratives: s Narratives:

A Mirror of their A Mirror of their Social SensitivitySocial Sensitivity

Theoretical FrameworkTheoretical Framework

RationaleRationaleBridging the gap between the school philosophy Bridging the gap between the school philosophy and what is being done in class.and what is being done in class.

Explore students' social views.Explore students' social views.

Writing as powerful tool to rethink the world.Writing as powerful tool to rethink the world.

ChildrenChildren’’s Voices to act and reflect.s Voices to act and reflect.

Writing as a means to empower childrenWriting as a means to empower children’’s voices.s voices.

Project which nurtures and transforms teaching Project which nurtures and transforms teaching practices and social awareness.practices and social awareness.

Problem StatementProblem StatementThere was an existing gap There was an existing gap

between the institutionbetween the institution

philosophy and thephilosophy and the

childrenchildren’’s writing s writing practices.practices.

Children were not Children were not making sense of writing making sense of writing as a means to express as a means to express their sensitivity towards their sensitivity towards social issues. social issues.

Writing was being seen Writing was being seen as a linguistic skill worth as a linguistic skill worth to be developed. to be developed.

Research Question Research Question

& Objectives& Objectives

What social issues are What social issues are portrayed in childrenportrayed in children’’ss

narratives produced in a narratives produced in a sensitive writing sensitive writing environment?environment?

To identify the social issues To identify the social issues children depict in the children depict in the construction of narratives. construction of narratives.

To explore and describe To explore and describe childrenchildren’’s understandings of s understandings of social issues enclosed in their social issues enclosed in their realities and life storiesrealities and life stories..

Research DesignResearch DesignType of study: Type of study: A Qualitative Interpretive CaseA Qualitative Interpretive Case--study study (Lankshear &(Lankshear &Knobel, 2004 Knobel, 2004 –– Merriam, 1998 Merriam, 1998 -- Yin, 2002)Yin, 2002)

Data Collection Instruments: Data Collection Instruments: -- Narratives: Narratives: (McEwan and Egan, 1995)

-- ConferencesConferences (Marshall & Rossman, 1999).

Type of data: Type of data: childrenchildren’’s narratives, reflections and s narratives, reflections and life stories.life stories.

SettingSetting: : San BartolomSan Bartoloméé La Merced School. La Merced School.

ParticipantsParticipants: : 19 Fifth Graders &Teacher as 19 Fifth Graders &Teacher as participantparticipant--observer.observer.

Instructional DesignInstructional DesignThis instructional design is carried out under the principles ofThis instructional design is carried out under the principles of criticalcritical

pedagogy and the teaching methodology underlies openpedagogy and the teaching methodology underlies open--endedended

dialogues, the schooldialogues, the school’’s philosophy and the language itself jointly. s philosophy and the language itself jointly. The River of LifeThe River of Life

Writing CenterWriting Center

First Phase: First Phase: Second Phase: Second Phase: Third PhaseThird PhaseStudents are told about Students are told about

the phases of the project.the phases of the project.

Reading the World.Reading the World.

Survey of relevant lifeSurvey of relevant life--stories.stories.

Decorating the Writing Decorating the Writing Center. Center.

Getting to know some Getting to know some special vocabulary.special vocabulary.

Sensitizer moments to Sensitizer moments to foster their memories.foster their memories.

Under a Under a ““writtenwritten””construction.construction.

Conferencing Conferencing preparation. preparation.

““ThinkingThinking”” my my world.world.

Conferencing: ( Conferencing: ( Social Social -- Critical).Critical).

The version I loved The version I loved the most.the most.

Gallery Gallery ofof PhotographsPhotographs

Data AnalysisData AnalysisIn this inductive research I triangulated the data collected in In this inductive research I triangulated the data collected in threethree

ways: by theory, by alternative instrument and by participants.ways: by theory, by alternative instrument and by participants.1. In matrix 1, resultant from the reading of the narratives, I 1. In matrix 1, resultant from the reading of the narratives, I took into took into

Account:Account:

2.. Protocol to record and transcribed conferences.2.. Protocol to record and transcribed conferences.

3. Individualized questionnaires for each participant.3. Individualized questionnaires for each participant.

4. Conference sessions.4. Conference sessions.

5. Identification of topics from both instruments: Commonalities5. Identification of topics from both instruments: Commonalities ..

6. Commonalities were grouped into patterns.6. Commonalities were grouped into patterns.

7. There was a reduction of issues to determine the categories:7. There was a reduction of issues to determine the categories:

8. 8. After the reading of the data one main category emergedAfter the reading of the data one main category emerged: Children’s realities: mediation in the interaction with the world, the appraisement of life experiences and a sociocritical dimension of writing.

Student Narrative # Line # Issue Related theory Patterns – Labels Conference

Labels in narratives Labels in conferences Patterns Categories

Data Samples (1)Data Samples (1)

ConferencesConferences JaJa: Y pues en la narrativa siete que pues habla de los cambios recientes que he tenido con lo de mi hermano, los cambios malos que tuvo mi hermano en mí porque pues eso significó para mí como perder un poco la atención por parte de mis padres y de toda mi familia, y pues como yo antes era el pequeño y pues como me imagino que todos estaban concentrados en mí, entonces pues como ahora había alguien más pequeño entonces iba a cambiar y pues me iban a poner a transición y entonces eso como que afectó como la clase, la clase se afectó, pues me afectó sicológicamente porque me sentía como mucho que no me querían, pero últimamente he estado como, todos hemos estado, como muy pendientes de eso. Entonces pues me imagino que ellos mejoraron y he hecho todo lo posible por cambiar

(Source: Conference 3, lines 205 to 213,

May 27th 2008. Group 3)

Ja: entonces fue, para míeso representó algo importante porque pues, eh un hermano para mísignifica una persona que me va a acompañar y pues que tal vez, al comienzo cuando él sea un bebé pues tal vez toque cuidarlo más de lo que a uno lo acompaña …después se convierte en un compañero, en un amigo que uno le va ayudar…Source: Conference 3, lines 115 to 123, May 27th 2008. Group 3)

(

Data Samples (2)Data Samples (2)

(Source: Dc, Narrative 7 “My first time that I go to Canada”, April 11th, 2008)

ConferencesConferences

DcDc: Yo puse que ir a otro pa: Yo puse que ir a otro paíís es un privilegio porque no todas s es un privilegio porque no todas las personas tienen la misma oportunidad que yo para las personas tienen la misma oportunidad que yo para viajar a otro Lugar del mundo. Digamos ocho horas en un viajar a otro Lugar del mundo. Digamos ocho horas en un aviavióón. Porque esos viajes se disfrutan mucho y hay personas n. Porque esos viajes se disfrutan mucho y hay personas que no tienen recursos econque no tienen recursos econóómicos, por ejemplo, no todo micos, por ejemplo, no todo el mundo puede viajar a Canadel mundo puede viajar a Canadáá, por eso yo digo que es , por eso yo digo que es un privilegio porque es algo que digamos, Dios me dejo ir a un privilegio porque es algo que digamos, Dios me dejo ir a CanadCanadáá. . Y ya.Y ya.

(Source: Conference 3, lines 305 to 308, May 27(Source: Conference 3, lines 305 to 308, May 27thth 2008. Group 3)2008. Group 3)

Data Samples (3)Data Samples (3)

(Source: Mf, Narrative 8 “My first communion”, April 23rd, 2008)

JaJa: : yo considero a la primera comuniyo considero a la primera comunióón n como, como uno ir madurando como, como uno ir madurando espiritualmenteespiritualmente, en la dimensi, en la dimensióón espiritual. n espiritual. Entonces pues recibir a Dios es algo Entonces pues recibir a Dios es algo importante que a uno lo va acompaimportante que a uno lo va acompaññar toda ar toda la vida, que pues es un sacramento que se la vida, que pues es un sacramento que se debe recibir en la religidebe recibir en la religióón cristiana y pues me n cristiana y pues me pusiste como varias preguntas, como qupusiste como varias preguntas, como quééquieres decir con, con pues primera vez por quieres decir con, con pues primera vez por pues comiendo a Dios, entonces yo quiero pues comiendo a Dios, entonces yo quiero decir que, decir que, pues uno siempre ha tenido a Dios pues uno siempre ha tenido a Dios mentalmente acmentalmente acáá, pues en la mente , pues en la mente espiritualmente, pero pues como comerlo espiritualmente, pero pues como comerlo ffíísicamente es como msicamente es como máás importantes importante..T: T: ¿¿QuQuéé significa eso?significa eso?JaJa: Pues tener a Dios f: Pues tener a Dios fíísicamente es como, sicamente es como,

uno va a sentir la compauno va a sentir la compañíñía de Dios como, a de Dios como, como mcomo máás cerca o presente. s cerca o presente. ¡¡Eso, mEso, máás s presente a Diospresente a Dios!

ConclusionsConclusionsStudents made sense of their histories as Students made sense of their histories as

transformative events that nurture their awareness transformative events that nurture their awareness as social beings.as social beings.

To this respect, material, psychological and To this respect, material, psychological and interpersonal mediators enrich the construction of interpersonal mediators enrich the construction of knowledge and the empowerment of their voices knowledge and the empowerment of their voices as main tools in the development of social as main tools in the development of social awareness and the social practice of writing. In this awareness and the social practice of writing. In this perspective, students show in their narratives issues perspective, students show in their narratives issues concerning social experience facts, social activities concerning social experience facts, social activities and social interaction. and social interaction.

-- Regarding social experience facts, children Regarding social experience facts, children explore and reflect upon issues related to their explore and reflect upon issues related to their school initiation, social changes or moving, school initiation, social changes or moving, travelling, religious sacraments, accidents and the travelling, religious sacraments, accidents and the acquirement of new roles and new life stages. acquirement of new roles and new life stages.

-- From the social activities, children render issues as From the social activities, children render issues as their participation into a specific social group, their participation into a specific social group, personal achievements, and celebrations. personal achievements, and celebrations.

-- As regards social interaction, children consider As regards social interaction, children consider relevant issues in relation to their family dynamics, relevant issues in relation to their family dynamics, the exposure to a different culture, affectivity, the exposure to a different culture, affectivity, human relationships, human behavior and human relationships, human behavior and attitudes.attitudes.

--Students become conscious of their realities and Students become conscious of their realities and feel able to problematize their stories as feel able to problematize their stories as purposeful situations in their living process.purposeful situations in their living process.

- Students read the world with a powerful social Students read the world with a powerful social sensitivity.sensitivity.

- The intention to hear studentThe intention to hear student’’s voices in this s voices in this research project became particularly fundamental, research project became particularly fundamental, because it is how challenges, liberation, critical because it is how challenges, liberation, critical social views and reflexivity have their implications social views and reflexivity have their implications in human consciousnesses.in human consciousnesses.

ImplicationsImplications

This research development contributed in the transformation This research development contributed in the transformation of three specific facts as they are the view of writing, the of three specific facts as they are the view of writing, the learning environments, and the teaching practices. learning environments, and the teaching practices.

It is tremendously relevant to adopt a new view of writing as It is tremendously relevant to adopt a new view of writing as a social practice.. a social practice..

As soon as teachers assume a more critical view of the As soon as teachers assume a more critical view of the reality, rewarding written experiences will appear reality, rewarding written experiences will appear

This research suggests all discipline teachers to provide This research suggests all discipline teachers to provide students with more authentic experiences that will be raised students with more authentic experiences that will be raised from their living realities and which may contribute to a real from their living realities and which may contribute to a real learning of any subject arealearning of any subject area

Key ReferencesKey ReferencesAdam, J. & Lorda, C. (1999). Adam, J. & Lorda, C. (1999). LingLingüíüística de los textos narrativosstica de los textos narrativos. . Barcelona, Barcelona, EspaEspañña: Editorial Ariel. a: Editorial Ariel.

Freire, P. (1973). Freire, P. (1973). ConcientizaciConcientizacióón. n. BogotBogotáá, Colombia: Colecci, Colombia: Coleccióón Educacin Educacióón Hoy, n Hoy, perspectivas perspectivas latinoamericanas,latinoamericanas, segunda edicisegunda edicióón. n.

Goodman, Y. (1990)Goodman, Y. (1990)How children construct literacyHow children construct literacy--Piagetian perspectivesPiagetian perspectivesLondon, England: International Reading Association. London, England: International Reading Association.

Lerner, D. (2001). Lerner, D. (2001). Leer y escribir en la escuela: lo real, lo posible, lo necesarioLeer y escribir en la escuela: lo real, lo posible, lo necesario. . MMééxico, D.F.: Fondo de Cultura Econxico, D.F.: Fondo de Cultura Econóómica. mica.

McEwan, H. & Egan, K. (1995). McEwan, H. & Egan, K. (1995). LaLa narrativa en la ensenarrativa en la enseññanza, el aprendizaje y la anza, el aprendizaje y la investigaciinvestigacióónn. Columbia University: Teachers College Press.. Columbia University: Teachers College Press.

Quintero, A., (2003) Assessing writing in the EFL curriculum: hoQuintero, A., (2003) Assessing writing in the EFL curriculum: how teachers can w teachers can accomplish the task: Bogotaccomplish the task: Bogotáá, Colombia: , Colombia: Cuadernos de InvestigaciCuadernos de Investigacióón Nn Nºº1.1.Wink, J. (2001). Critical pedagogy,Wink, J. (2001). Critical pedagogy, Introduction: welcome to my real world. Introduction: welcome to my real world. Chapter 2: Critical pedagogy: what in the world is itChapter 2: Critical pedagogy: what in the world is it? (pp. 27 ? (pp. 27 –– 74). Addison 74). Addison Wesley. Longman.Wesley. Longman.

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