RT Book, Section
T1 Using Social Stories and Coping Skills to Teach Vocabulary in Primary Education
A1 Westfall Talamo, Grace
A1 Oltra-Massuet, Isabel
K1 Coping skills
K1 Emotions
K1 Social stories
K1 TEFL
K1 Vocabulary acquisition
AB We report on a novel experiment that tests the use of social stories versus the use of more traditional storytelling for teaching vocabulary terms on emotions and coping skills in the primary TEFL classroom. The study further combines elements of developmentally appropriate materials, mindfulness, and vocabulary teaching strategies. Social stories are short stories, which provide “appropriate responses to significant situations in a social context”, designed as a tool for students with Autism spectrum disorders (Bozkurt and Varan 2014), while storytelling highlights the use of narration to teach language. The results support the novelty of this research, which shows that social stories can be used as an inclusive resource with students of various abilities, with primary children, and in the TEFL setting. Ultimately, it is argued that this use of social stories could be extended to other vocabulary areas in the TEFL field.
PB Enredars Publicaciones / UPO
SN 978-84-09-71143-7
YR 2025
FD 2025
LK https://hdl.handle.net/10433/24446
UL https://hdl.handle.net/10433/24446
LA en
NO Departamento de Filología y Traducción
DS RIO
RD May 22, 2026