Pixel International Conferences

In the post-pandemic classroom, social withdrawal and dismissive reaction to explicit teaching methods are posing a challenge to language instructors. Will traditional language teaching disappear, considering the competition from online language apps such as Duo Lingo and Babbel, or is there a way to connect with our present-day students that will regenerate excitement and engagement? What will draw students back into a physical realm that embraces active learning and interaction with humans, not Avatars? This presentation proposes that an effective way to re-engage students is by utilizing a community engagement, learner-centered model in the L2 classroom. One example of how Penn State Berks has integrated this two-fold approach is through bilingual storytelling. This paper describes the concept of merging a Learner Centered Classroom (LCC) with Community Engagement (CE), and the process of applying them to L2 learning. To successfully utilize bilingual storytelling in a language acquisition classroom, this paper will discuss the effect of a Learner Centered Approach when teaching L2, review TPRS as it relates to the theory of comprehensible input, highlight effective storytelling practices in the classroom, and finally, offer experiential evidence of the impact that bilingual storytelling has both on students learning the L2 language as well as on the students to which the stories are told.