1,720,988 research outputs found
The Pleasant Nights. By Giovan Francesco Straparola, vol. 1. Edited and with an Introduction by Donald Beecher. Toronto: University of Toronto Press, 2012, 764 pp.
No full textThe Pleasant Nights. By Giovan Francesco Straparola, vol. 1. Edited and with an Introduction by Donald Beecher. Toronto: University of Toronto Press, 2012, 764 pp
Inglese lingua utile: language users nella scuola dell'infanzia.
No full textQuesto articolo intende offrire una riflessione sull’importanza della dimensione personale e quotidiana nelle esperienze di avvicinamento alla lingua inglese nella scuola dell’infanzia, prendendo anche in considerazione il ruolo della maestra, alla luce della recente letteratura sull’acquisizione della seconda lingua
Picture books e uso narrativo della lingua inglese
No full textIl contributo si rivolge agli insegnanti della scuola primaria e focalizza l’apprendimento di una
lingua straniera, nel caso concreto dell’inglese, con la modalità narrativa dello storytelling.
L’autrice propone l’uso di picture books redatti per madrelingua che, grazie alle particolarità
linguistiche che li caratterizzano come il lessico in contesto e la ripetizione di strutture,
permettono un approccio autentico e creativo alla lingua straniera coinvolgendo abilità diverse,
sia orali che scritte. Licia Masoni analizza diversi esempi linguistici tratti dai materiali descritti
ponendo l’accento sulle dimensioni sonora, ritmica, artistica, ludica, o più specificamente
fraseologica e tematica della lingua in essi utilizzata. Conclude poi il suo contributo auspicando
che l’acquisizione di una lingua straniera attraverso la narrazione crei nei bambini un’abitudine
all’oralità che li stimoli ad utilizzare la lingua straniera anche in contesti quotidiani
Tale, Performance, and Culture in EFL Storytelling with Young Learners. Stories Meant to be Told.
No full textThis book analyses the interplay between storytelling (with specific reference to oral retellings of authentic picture books), language learning, culture and emotions in the EFL pre-school and primary classroom. Using a multidisciplinary approach, it applies oral narrative studies, as well as research on shared reading with children and literature in picture books, to foreign and second language teaching theory and practice, while also discussing the impact of EFL storytelling on intercultural understanding. Although specifically conceived for teaching English as a foreign language, most contents apply to foreign/second language teaching to young children in general
Personal and Collective Narrative Meaning Making in the EFL Classroom
Full text linkPersonal narratives are among the dominant forms of folklore. Through these stories,
we make individual meaning and negotiate collective meanings simultaneously. Such
a pervasive narrative practice should find a prominent role in FL teaching and
learning. In order to feel a foreign language, we must first of all feel it as a genuine
means of personal expression, somehow filtering our L1 selves through the new
words, thus beginning a process whereby the new language becomes part of who we
are. Low proficiency sometimes prevents students from feeling entitled to engage in
such a process, but the benefits of narrating do not depend solely on linguistic
correctness. This paper asserts the importance of employing personal narratives with
university trainee primary teachers (who will be called on to teach English as well as
all other subjects), with a view to encouraging them to use English in the process of
narrative meaning making. Narratives collected from individual trainee teachers will
be analysed, as well as collective co-narrations, with a view to discussing the ways
narrative can be employed. The result is a collective narrative woven through
individual stories negotiated in performance during classroom interaction. This
narrative practice can represent a most effective source of motivation during training
and serve as a tool for developing a sense of authenticity when teaching the language
in the future
Fairy tales as metaphorical reflective narratives in EFL teacher training
Full text linkThe pedagogical use of English in teaching prospective primary school teachers can be considered a form of ESP because it has to be specifically tailored to their future professional needs. This article describes a reflective writing exercise carried out in English by a group of Italian fourth-year trainee teachers (enrolled on a five-year university course in nursery and primary education), in the context of a series of workshops on the uses of narrative in the EFL primary classroom. In particular, students on this course were required to work with the language and metaphors of classic and modern children’s literature and fairy tales. As well as being of use for future teaching practice, this specific linguistic and narrative knowledge can be of assistance to prospective teachers during their training, to support them in the negotiation of multiple learner/teacher identities and in beginning to visualize themselves as (effective) future EFL teachers. To this end, students were asked to write an original fairy tale inspired by their language learning history, as a means of reflection and transformation. This exercise has implications for research on the use of reflective writing in EFL teacher training, with regards to both investment in classroom practice and learners’ autonomy in the evaluation and improvement of their language learning process
"Eliciting Laughter in a Changing Community: Humorous Narratives as Coping Tools and as Narrative Currency to Buy Reintegration”
No full textThis article concerns a corpus of humorous narratives collected in a small mountain community in the Apennines. The focus is firstly on their production and content, which point towards seeing the corpus as an effective coping strategy for the villagers enabling them to adjust to changes and subverted expectations at a time of rapid social and cultural transformation (between the 1930s and 1960s). Secondly the article aims to explore the situations for the performance of the narratives, and in particular the key function their performance played in the periodic reintegration of villagers who had been away for long periods of emigration
From EFL classroom language to classroom lexicon: importing formulaic story language into teacher talk
Full text linkThis paper reports on a language activity carried out in an Italian University with student teachers attending a primary education course. The activity was designed to train them to use authentic children’s picturebooks as a source for EFL language learning. It consisted of identifying and ‘noticing’ (Mackey 2006) multiword expressions and ready-made utterances in a number of authentic picturebooks and simulating instances of weaving the picturebook language into the fabric of daily classroom talk. Following the activity, the students wrote individual pieces of reflective writing describing their experience. Comments by student teachers assessed the use of picturebook-derived formulaic language on both their learning and perceived ability to teach English, and revealed much about their pedagogical perspectives on teacher talk. Results suggest that promoting the use of authentic and meaningful language in context can help student teachers conceive of classroom communication as lexicon (a shared communicative practice the rules of which are fully known only by a restricted community of speakers) rather than mere language-based interaction
Oralità, inclusione e parità nella classe di inglese lingua straniera
Full text linkThis paper describes the interplay between orality and inclusive English as a Foreign Language Teaching (in the primary classroom), with reference to the Italian context. Inclusive teaching is here understood as a teacher’s ability to provide environments ensuring every pupil equal access to the English language. In the first part of the paper, a case is made for the need to implement the use of aural and oral communication in the EFL classroom, both in terms of letting children listen to the sounds of the new language (thus fostering comprehension skills) and enabling them to copy the teacher’s sounds and words, or even express what they might already know. The second part of the paper focusses on the learner, and in particular on immigrant children who are trying to master the local language (Italian), native children who might have different levels of access to the foreign language outside school, depending on their socio-economic status, and children with specific learning difficulty. Finally, the paper briefly discusses the implications, both for in-service teachers and for university student teachers, of the implementation (and increase) of classroom orality.L’articolo descrive l’interazione tra oralità e insegnamento inclusivo dell’inglese lingua straniera nella classe primaria, con particolare riferimento al contesto italiano. Per insegnamento inclusivo si intende la capacità di un insegnante di creare ambienti di apprendimento che garantiscano pari accesso alla lingua inglese a tutti gli allievi. Nella prima parte del lavoro, viene discussa la necessità di incrementare l’uso della comunicazione uditiva e orale nell’aula di inglese LS, sia per ciò che riguarda l’esposizione ai suoni della nuova lingua (favorendo così le capacità di comprensione), che consentendo ai bambini di copiare i suoni e le parole dell’insegnante, che per la necessità di fornire i mezzi necessari a esprimere conoscenze linguistiche pregresse. La seconda parte dell’articolo si concentra sullo studente, e in particolare sui bambini immigrati che stanno cercando di padroneggiare la lingua locale (italiano), bambini nativi che potrebbero avere diversi livelli di accesso alla lingua straniera al di fuori della scuola, a seconda della loro condizione socio-economica, e bambini con disturbi specifici dell’apprendimento (dislessia). Infine, l’articolo discute brevemente le implicazioni, sia per gli insegnanti in servizio che per gli studenti di Scienze della Formazione Primaria, dell’incremento della comunicazione orale in classe
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