Storytelling Practices in Home and Educational Contexts

1. Front Matter

   Pages i-x

   PDF

2. Introduction

   1. Front Matter

      Pages 1-1

      PDF

   2. Storytelling Practices: Methods and Insights from Conversation Analysis and Their Applications

      • Anna Filipi, Binh Thanh Ta, Maryanne Theobald

      Pages 3-17

3. Storytelling Practices Part I: Children with Family

   1. Front Matter

      Pages 19-19

      PDF

   2. Storytelling Practices with Children in the Home: Section Introduction

      • Anna Filipi, Maryanne Theobald, Binh Thanh Ta

      Pages 21-26

   3. The Shape of Child-Initiated Pretend Play in Interactions with a Parent at Ages 15 Months and 3

      • Anna Filipi

      Pages 27-46

   4. Participating in Storytelling at Ages 3 and 8

      • Hansun Zhang Waring

      Pages 47-71

   5. The Stories We Tell: Stories Within Family Mealtimes

      • Gillian Busch, Maryanne Theobald, Susan Danby

      Pages 73-92

4. Storytelling Practices Part II: School Aged Children and Youth with Adults and Peers

   1. Front Matter

      Pages 93-93

      PDF

   2. Storytelling Practices of Preschool, Primary and Secondary School Children and Youth with Adults and Peers: Section Introduction

      • Maryanne Theobald, Binh Thanh Ta, Anna Filipi

      Pages 95-100

   3. Enduring Storytelling Dispositions in Early Childhood Education

      • Amanda Bateman

      Pages 101-121

   4. Making Culture Visible: Telling Small Stories in Busy Classrooms

      • Maryanne Theobald, Gillian Busch, Ilana Mushin, Lyndal O’Gorman, Cathy Nielson, Janet Watts et al.

      Pages 123-148Open Access

   5. The Collaborative Emergence of Storytelling in an After-School Foreign Language Primary Classroom

      • Aya Watanabe

      Pages 149-173

   6. Telling in a Test: Storytelling and Task Accomplishment in L2 Oral Proficiency Assessment

      • Erica Sandlund

      Pages 175-200Open Access

   7. Story Appreciation in Conversations-For-Learning: Stories and Gestalt-Contextures

      • Younhee Kim, Andrew P. Carlin

      Pages 201-223

   8. Invoking Personal Experience and Membership Categories: Syrian Students’ Tellings in Focus Groups

      • Maxi Kupetz

      Pages 225-252

5. Storytelling Practices Part III: Practices in Higher Education

   1. Front Matter

      Pages 253-253

      PDF

   2. Storytelling Practices in Higher Education: Section Introduction

      • Binh Thanh Ta, Anna Filipi, Maryanne Theobald

      Pages 255-259

   3. Exiting a Storytelling Sequence in Persian Language Classrooms

      • Elham Monfaredi

      Pages 261-282

   4. ‘I Remember When I Was in Spain’: Student-Teacher Storytelling in Online Collaborative Task Accomplishment

      • Melinda Dooly, Vincenza Tudini

      Pages 283-309

This book brings together researchers from across the globe to share their work on the micro-analyses of storytelling. By doing so, the book helps to deepen the understanding of, and track storytelling practices cross-culturally and longitudinally in the home, at school, and in higher education. Through the unique focus on education and learning, this book provides a lens with which to identify how children’s and adolescents’ language development and sense of self in storytelling are supported in various contexts: the home, classroom, playground or in the higher education context. It explores the work, identity and practices of friends, teachers and lecturers in teaching, learning, reflection and supervision. Importantly, in identifying these practices, the book presents opportunities to assist parents and teachers, to inform pedagogy in teacher education, and to support effective doctoral supervision. The focus on storytelling in homes, education, and for learning, and the practical applications of the findings, contribute to the ongoing research in both education and conversation analysis. 

Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

• storytelling and learning
• storytelling for learning
• narratives and learning
• narratives in education
• narratives in classrooms
• storytelling for cultural identity
• storytelling and peer culture
• storytelling in playgrounds
• storytelling at mealtimes
• storytelling in the classroom
• storytelling as culture-in-action
• short stories in classrooms
• parent and children's storytelling
• storytelling in professional educational settings
• functions of storytelling
• professional functions of storytelling

• School of Curriculum, Teaching and Inclusive Education, Faculty of Education, Monash University, Clayton, Australia

  Anna Filipi

• Faculty of Medicine Nursing and Health Sciences, Monash University, Clayton, Australia

  Binh Thanh Ta

• Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology, Brisbane, Australia

  Maryanne Theobald

Anna Filipi is a senior lecturer in the Faculty of Education, Monash University, Australia, where she teaches in the TESOL program. Her research is in conversation analysis in first language and social development, second language learning and teaching, language testing and assessment, and international student education (in schools and in transition to university). She has published widely on these topics. Her current work involves exploring children’s storytelling competencies, investigating multilingual practices in the classroom, and practical applications of findings in classroom interaction for teacher education. 


Binh Thanh Ta is a lecturer in the Faculty of Medicine Nursing and Health Science, Monash University, Australia, where she teaches academic writing and communication skills. She has expertise in conversation analysis, video-ethnography and video-stimulated interviews. She is interested in interaction and communication in higher education and health care settings. Her publications have focused on interaction between students and educators in the contexts of teacher education, doctoral supervision, and clinical placement. Her current research project involves investigating general practitioners’ practice of giving advice on Smoking, Nutrition, Alcohol, and Physical Activity.


Maryanne Theobald is an associate professor in the Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology (QUT), Australia. Maryanne is an interaction analyst whose research explores the hidden worlds of children’s lives in our increasingly culturally and linguistically diverse homes, schools and playgrounds. Her expertise in video-ethnography and video-stimulated accounts involves children and educators as analysers of their own experiences, creating professional learning resources for educators. Maryanne has published widely on storytelling, and has editorial experience with edited volumes, and as editor of journals.

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