Utilizing Narrative Literacy as a Language Learning Strategy: A Case Study on Multilingual Students
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| Title: | Utilizing Narrative Literacy as a Language Learning Strategy: A Case Study on Multilingual Students |
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| Language: | English |
| Authors: | Achmad Ja’far Sodik (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Case Studies, Multilingualism, Bilingual Students, Second Language Learning, Learning Strategies, Story Telling, High School Students, Student Attitudes, High School Teachers, Language Teachers, Teacher Attitudes, Reader Text Relationship |
| Geographic Terms: | Indonesia |
| Abstract: | Narrative literacy has been recognized as a key element in the development of language and literacy skills, particularly for multilingual students. This study explores the role of narrative literacy, using stories as a language learning strategy, for multilingual students. Employing a qualitative case study approach, data were gathered through interviews, observations, and document analysis at the State Islamic Senior High School Insan Cendekia (MAN IC) in Indonesia, which served a diverse multilingual population. The participants included both teachers and students. Findings suggest that narrative literacy significantly enhances students' language comprehension and skills. By engaging with narratives, students not only expand their vocabulary and grasp of language structures but also deepen their cultural and emotional awareness. Multilingual learners are particularly able to enrich their linguistic capabilities by integrating personal experiences relevant to their unique contexts and cultures. For educators, implementing narrative-based strategies presents both challenges and opportunities, underscoring their crucial role in fostering effective language learning in multilingual and multicultural settings. [For the complete proceedings, see ED678661.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678679 |
| Database: | ERIC |
| Abstract: | Narrative literacy has been recognized as a key element in the development of language and literacy skills, particularly for multilingual students. This study explores the role of narrative literacy, using stories as a language learning strategy, for multilingual students. Employing a qualitative case study approach, data were gathered through interviews, observations, and document analysis at the State Islamic Senior High School Insan Cendekia (MAN IC) in Indonesia, which served a diverse multilingual population. The participants included both teachers and students. Findings suggest that narrative literacy significantly enhances students' language comprehension and skills. By engaging with narratives, students not only expand their vocabulary and grasp of language structures but also deepen their cultural and emotional awareness. Multilingual learners are particularly able to enrich their linguistic capabilities by integrating personal experiences relevant to their unique contexts and cultures. For educators, implementing narrative-based strategies presents both challenges and opportunities, underscoring their crucial role in fostering effective language learning in multilingual and multicultural settings. [For the complete proceedings, see ED678661.] |
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