Now, Storymaking involves a different aspect of our capacities than Storytelling: storymaking after storytelling allows kids to process the story’s effect on their subconscious and make art happen.


Aprehending a story is a dialectic process which wouldn’t be complete if the children who have been listening to it didn’t have the opportunity of playing with words themselves, experiencing the use of productive skills, the most difficult to master for an L2 learner. If  through Storytelling they take English in, through Storymaking they easily breath it out.

In children, Storymaking is a built-in activity, it is constant. My five-year-old son tells me stories at any moment about the time when he was a cowboy and he had two big brothers other than his real sibling. And I emphasize constantly because that’s exactly the point: he doesn’t wait for the break, he doesn’t need a public. He creates a parallel reality word by word.

Tell-Tale What?‘s proposal is to give young children the opportunity of integrating that creative capacity to the learning of a second language.


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