This article explores the potential of the narrative educational processes of autobiographical writing and interactive storytelling for foreign language education. In our Autonomous Learning Modules （ALMS） at Helsin...This article explores the potential of the narrative educational processes of autobiographical writing and interactive storytelling for foreign language education. In our Autonomous Learning Modules （ALMS） at Helsinki University Language Centre, students write various autobiographical texts as part of their language portfolios. The texts are discussed in the face-to-face counseling meetings. Finnish students＇ learner identities are influenced by the competitive role of English in Finland： mastering English is a must, and not mastering English can single them out as failures. This is especially true of self-identified ＂different＂ learners whose previous language learning experiences and classroom situations have caused them anxiety. In ALMS, counselors engage them in sharing stories about past learning experiences as a way of supporting them in planning their personal study programs. Storytelling also helps them to explore their ＂wounded＂ learner identities by creating safe spaces for reflexive self- study. The practice and research of such storytelling are explored in the article.展开更多
文摘This article explores the potential of the narrative educational processes of autobiographical writing and interactive storytelling for foreign language education. In our Autonomous Learning Modules （ALMS） at Helsinki University Language Centre, students write various autobiographical texts as part of their language portfolios. The texts are discussed in the face-to-face counseling meetings. Finnish students＇ learner identities are influenced by the competitive role of English in Finland： mastering English is a must, and not mastering English can single them out as failures. This is especially true of self-identified ＂different＂ learners whose previous language learning experiences and classroom situations have caused them anxiety. In ALMS, counselors engage them in sharing stories about past learning experiences as a way of supporting them in planning their personal study programs. Storytelling also helps them to explore their ＂wounded＂ learner identities by creating safe spaces for reflexive self- study. The practice and research of such storytelling are explored in the article.
