Intercultural Story-Based Framework in Young Language Learners' Classrooms: From Alternative Teaching to Alternative Assessment

Autor/in	Effrosyni, Bisiri
Titel	Intercultural Story-Based Framework in Young Language Learners' Classrooms: From Alternative Teaching to Alternative Assessment
Quelle	In: Language Teaching Research Quarterly, 17 (2020), S.55-69 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Teaching Methods; Alternative Assessment; Learning Processes; Multicultural Education; Creativity; Story Telling; Listening Skills; Metacognition; Cognitive Processes; Psychological Patterns; Self Esteem; Social Emotional Learning; Second Language Learning; Second Language Instruction; Cultural Awareness; Course Descriptions; Portfolio Assessment; Educational Games; Early Childhood Education; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Multikulturelle Erziehung; Kreativität; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Self-esteem; Selbstaufmerksamkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Kursstrukturplan; Portfoliobeurteilung; Educational game; Lernspiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Europa
Abstract	Placing young learners at the center of the teaching attention and learning process is considered to be of high importance in the teachers' attempt to help them be motivated to participate in the learning activities (Holderness, 1991, p.19). Towards that goal, young learners' characteristics such as imagination, creativity, curiosity and love for play need to be considered carefully in the language classroom. The aim of this paper is the presentation of a story-based framework for young learners at beginner's level pre-A1 of the CEFR (2001, p.24) through using intercultural stories. The main aim is to encourage the young learners' creativity and develop their listening skill through incorporating both metacognitive and cognitive strategies. Listening to stories in class is a shared social experience that provokes a shared response of laughter, sadness, excitement and anticipation which is not only enjoyable but can help build up the child's confidence and encourage social and emotional development (Ellis and Brewster, 2014, p.7). (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01