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Ahlquist, Sharon
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Publications (10 of 17) Show all publications
Ahlquist, S. (2016). Making a difference: Storyline in teacher education. In: : . Paper presented at IATEFL, Birmingham, April 13-16, 2016.
Open this publication in new window or tab >>Making a difference: Storyline in teacher education
2016 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Humanities
Identifiers
urn:nbn:se:hkr:diva-15766 (URN)
Conference
IATEFL, Birmingham, April 13-16, 2016
Available from: 2016-08-23 Created: 2016-08-23 Last updated: 2016-10-20Bibliographically approved
Ahlquist, S. (2016). Teacher education: developing language proficiency, self confidence and motivation through the story line approach. In: Claes Dahlqvist & Stefan Larsson (Ed.), Lärarlärdom 2016: Högskolan Kristianstad. Paper presented at Lärarlärdom, Högskolan Kristianstad, 17 augusti, 2016. Högskolan Kristianstad: Kristianstad University Press
Open this publication in new window or tab >>Teacher education: developing language proficiency, self confidence and motivation through the story line approach
2016 (English)In: Lärarlärdom 2016: Högskolan Kristianstad / [ed] Claes Dahlqvist & Stefan Larsson, Högskolan Kristianstad: Kristianstad University Press , 2016Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Högskolan Kristianstad: Kristianstad University Press, 2016
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16583 (URN)
Conference
Lärarlärdom, Högskolan Kristianstad, 17 augusti, 2016
Available from: 2017-03-07 Created: 2017-03-07 Last updated: 2017-03-07Bibliographically approved
Ahlquist, S. (2016). Teaching young learners through Storyline: `The more fun it is, the more you learn!´. Modern English Teacher, 25(1), 62-64
Open this publication in new window or tab >>Teaching young learners through Storyline: `The more fun it is, the more you learn!´
2016 (English)In: Modern English Teacher, ISSN 0308-0587, Vol. 25, no 1, p. 62-64Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Humanities
Identifiers
urn:nbn:se:hkr:diva-15241 (URN)
Available from: 2016-01-29 Created: 2016-01-29 Last updated: 2017-11-30Bibliographically approved
Ahlquist, S. (2016). The storyline approach in teacher education. In: Claes Dahlqvist & Stefan Larsson (Ed.), Lärarlärdom 2016: Högskolan Kristianstad. Paper presented at Lärarlärdom, Högskolan Kristianstad, 17 augusti, 2016. Högskolan Kristianstad: Kristianstad University Press
Open this publication in new window or tab >>The storyline approach in teacher education
2016 (English)In: Lärarlärdom 2016: Högskolan Kristianstad / [ed] Claes Dahlqvist & Stefan Larsson, Högskolan Kristianstad: Kristianstad University Press , 2016Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

For many primary student teachers, English at school was characterized by a diet of textbooks, public teacher correction and peer ridicule. Such students approach English in teacher education with a lack of enthusiasm, even dread. If we are to produce competent, enthusiastic professionals, this must change. In English didactics, the objectives at Kristianstad University are 1) that students develop language proficiency and theoretical knowledge 2) understand how English can be taught creatively and be able to demonstrate this in practical and written assignments.

Classroom relationships are often said to lie at the heart of successful language learning (Stevick, 1980). One example of a relational pedagogy, which fosters cooperation and mutual support, is Storyline, in which a fictive world is created in the classroom. A story develops as learners, in small groups as characters in a story, work on a range of meaningful tasks, combining theoretical and aesthetic subjects. At Kristianstad University, student teachers work for two weeks intensively on a Storyline about families moving into a new street in a fictive English town, using English in different ways. At the same time, they analyse what they are learning and how. This has a number of benefits. By working with Storyline, as opposed to just reading about it, the students experience its pedagogical benefits, and not just for the teaching of English. At the same time, their proficiency develops, not least because they are working closely and intensively together on motivating tasks in a supportive classroom atmosphere.

Hattie (2009) contends that achievement is higher where there is enjoyment. Storyline helps to raise achievement levels because it engages affectively and cognitively, helps to forge closer classroom relationships and through practical work makes visible abstract content (for example, educational and linguistic theories), thus facilitating student learning, as this paper will demonstrate.

Place, publisher, year, edition, pages
Högskolan Kristianstad: Kristianstad University Press, 2016
National Category
Humanities
Identifiers
urn:nbn:se:hkr:diva-15767 (URN)
Conference
Lärarlärdom, Högskolan Kristianstad, 17 augusti, 2016
Available from: 2016-08-23 Created: 2016-08-23 Last updated: 2017-03-01Bibliographically approved
Ahlquist, S. & Lugossy, R. (2015). Stories and Storyline. Candlin Mynard ePublishing
Open this publication in new window or tab >>Stories and Storyline
2015 (English)Book (Other academic)
Place, publisher, year, edition, pages
Candlin Mynard ePublishing, 2015. p. 148
Series
Teaching English to Young Learners ; 1
National Category
Humanities
Identifiers
urn:nbn:se:hkr:diva-13727 (URN)978-1-311-93586-1 (ISBN)
Available from: 2015-03-19 Created: 2015-03-19 Last updated: 2015-03-24Bibliographically approved
Ahlquist, S. (2015). Storyline: the importance of "fun" in the young language learner classroom. In: Stela Letica Krevelj & Jelena Mihaljevic Djigunovic (Ed.), UZRT 2014: Empirical studies in applied linguistics (pp. 81-90). Zagreb: FF press
Open this publication in new window or tab >>Storyline: the importance of "fun" in the young language learner classroom
2015 (English)In: UZRT 2014: Empirical studies in applied linguistics / [ed] Stela Letica Krevelj & Jelena Mihaljevic Djigunovic, Zagreb: FF press , 2015, p. 81-90Chapter in book (Other academic)
Place, publisher, year, edition, pages
Zagreb: FF press, 2015
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-13810 (URN)978-953-175-556-6 (ISBN)
Available from: 2015-04-16 Created: 2015-04-16 Last updated: 2015-04-16Bibliographically approved
Ahlquist, S. (2015). The Storyline approach: promoting learning through cooperation in the second language classroom. Education 3-13, 43(1), 40-54
Open this publication in new window or tab >>The Storyline approach: promoting learning through cooperation in the second language classroom
2015 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 43, no 1, p. 40-54Article in journal (Refereed) Published
Abstract [en]

In the Storyline approach, a fictive world is created in the classroom, with learners working in small groups, taking on the role of characters in a story. The story develops as they work on a range of tasks which integrate the practical and theoretical content of the curriculum. This article reports on a study based on the syllabus for English, in which a class of Swedish 11-13 year olds took on the roles of families who had moved into a new sreet in England, and highlights the role played by cooperative group work in the second language learning process.

Keywords
English, second language acquisition, Storyline, cooperative group work, motivation, young learners
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-13120 (URN)10.1080/03004279.2015.961692 (DOI)
Available from: 2014-10-16 Created: 2014-10-16 Last updated: 2017-12-05Bibliographically approved
Ahlquist, S. (2014). Appreciating literature: a focus on lexis in second language reading. In: Jane Mattisson, Maria Bäcke (Ed.), Text analysis: culture, framework & teaching: conference proceedings from the Text Analysis Symposium at Kristianstad University, April 2014. Paper presented at Text Analysis Symposium at Kristianstad University, April 2014 (pp. 88-96). Kristianstad: Kristianstad University Press
Open this publication in new window or tab >>Appreciating literature: a focus on lexis in second language reading
2014 (English)In: Text analysis: culture, framework & teaching: conference proceedings from the Text Analysis Symposium at Kristianstad University, April 2014 / [ed] Jane Mattisson, Maria Bäcke, Kristianstad: Kristianstad University Press , 2014, p. 88-96Conference paper, Published paper (Other academic)
Abstract [en]

The appreciation of literature depends on the reader’s ability to understand the author’s use of words — how they are used individually to express explicit and indirect meaning, how they are used in partnership with others to make up set phrases, and how meaning can be distorted for literary purposes by changing a phrase or the order of words in a phrase, all within a specific cultural context. The educated first language reader, familiar with the context, is equipped to read between the lines and achieve a fuller understanding of the text in question. However, for second language readers, lacking that lexical and cultural knowledge, the situation is different and they are at a disadvantage in terms of being able to understand a work of literature. Teachers of English can help their pupils by drawing their attention to words — which words are used and how they are used. Support for this assertion can be found in the research into second language vocabulary acquisition. This tells us that readers need to know at least 95% of words in a text in order to understand that text, and that words must be encountered many times if they are to be learnt. The point of actively working with words over a period of time is twofold: firstly, to increase the reader’s lexical resource in terms of both number of words known and depth of knowledge about them, and secondly, by so doing, to increase the reader’s ability to understand, and therefore appreciate, literary texts. With reference to The Great Gatsby, I will illustrate how teachers of English to university students can extend their learners’ lexical knowledge and appreciation of literature.

Place, publisher, year, edition, pages
Kristianstad: Kristianstad University Press, 2014
Series
Kristianstad University Press ; 2014:4
National Category
Languages and Literature
Identifiers
urn:nbn:se:hkr:diva-13332 (URN)978-91-87973-00-0 (ISBN)
Conference
Text Analysis Symposium at Kristianstad University, April 2014
Available from: 2014-12-22 Created: 2014-12-22 Last updated: 2014-12-22Bibliographically approved
Ahlquist, S. (2014). Storyline: the importance of `fun´in the young language learner classroom. In: Letica Krevelj, S. & Mihaljevic Djigunovic, J. (Ed.), UZRT 2014: Empirical Studies in Applied Linguistics. Paper presented at University of Zagreb-University of Pécs Round Table (pp. 81-90). Zagreb: Filozofski fakultet u Zagrebu
Open this publication in new window or tab >>Storyline: the importance of `fun´in the young language learner classroom
2014 (English)In: UZRT 2014: Empirical Studies in Applied Linguistics / [ed] Letica Krevelj, S. & Mihaljevic Djigunovic, J., Zagreb: Filozofski fakultet u Zagrebu , 2014, p. 81-90Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Zagreb: Filozofski fakultet u Zagrebu, 2014
Keywords
young language learners, English, Storyline, fun
National Category
Humanities
Identifiers
urn:nbn:se:hkr:diva-13814 (URN)978-953-175-556-6 (ISBN)
Conference
University of Zagreb-University of Pécs Round Table
Available from: 2015-04-16 Created: 2015-04-16 Last updated: 2015-06-29Bibliographically approved
Ahlquist, S. (2013). ‘Storyline’: a task-based approach for the young learner classroom. ELT Journal, 67(1), 41-51
Open this publication in new window or tab >>‘Storyline’: a task-based approach for the young learner classroom
2013 (English)In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 67, no 1, p. 41-51Article in journal (Refereed) Published
Abstract [en]

The Storyline approach is little known in language teaching contexts although it has much in common with task-based education. Learners play the parts of characters in an unfolding narrative, collaborating on tasks in small groups, a method which combines the use of language skills with practical work. A word often used by participants in a Storyline topic is `fun′. This article reports on a study in which I attempted to identify the features that particularly appealed to a class of Swedish 11–13 year olds, and how working in this way impacted on their learning of English. The data show that learners were strongly motivated by particular tasks and that the experience of taking part in a Storyline brought specific language benefits.

National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-9977 (URN)10.1093/elt/ccs052 (DOI)000312641300006 ()
Available from: 2013-01-03 Created: 2013-01-03 Last updated: 2017-12-06Bibliographically approved
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