The contribution is about the teaching and learning in the field of Early Foreign Language Acquisition in English in a non standardised but diverse manner. It covers the following main topic: 1.Developing Intercultural Awareness and Competence through the use of children’s fiction and instructional strategies as reconciliation tools. The study uses children’s literature (i.e. an ad-hoc corpus of non mainstream stories) and instructional strategy (i.e. corpus-based language teaching) to reconcile emerging and consolidated theory and practice in the field of English as a Foreign/Second Language (EF/SL) in such a way that they truly become relevant to one another. It combines foreign language- and corpus-based approaches (O’Keeffe, McCarthy, Carter 2007; Jaén, Valverde, Pérez 2010) with fields concerned with human interaction – such as critical language awareness in education (Fairclough 2010). Teachers who wish to offer change perspectives, promote change through corpus-based language pedagogy, and to act as bridges between different realities, need training in using a corpus and some concrete resources in the classrooms in order to stimulate students to be critical users of language and social agents who rethink diversity and hope to convert that diversity from a barrier to communication into a source of mutual enrichment and understanding. Accordingly, this study helps teachers of (very) young learners use common corpus-based techniques to teach a new language and at the same time integrate children with all sorts of backgrounds into their program to make it better for everybody so that all of them understand that differences in language, culture, religion, gender and ability are good—they add to the richness of our world. In so doing from foreign language learners they will become diverse children in the 21st century able to vault over language, culture, (dis)ability and gender barriers free to have a personal encounter with another language, another way of life, another culture, other abilities and with non-traditional gender identities roles. References Fairclough N. 2010. Critical Discourse Analysis. The Critical Study of Language. 2nd Edition. Harlow: Pearson. Jaén M.M., Valverde F.S., Pérez M.C. (edited by) 2010. Exploring New Paths in Language Pedagogy. Lexis and Corpus- based Language Teaching . London and Oakville: Equinox O’Keeffe A., McCarthy M., Carter R. 2007. From Corpus to Classroom. Language Use and Language Teaching. Cambridge: Cambridge University Press.
|Titolo:||Exploring New Paths in English Teaching for Prospective Primary Teachers: Corpus-based Language Teaching from a Communicative / Intercultural Perspective|
MAGLIE, ROSITA BELINDA (Corresponding)
MARCON, MARIO (Corresponding)
|Data di pubblicazione:||2020|
|Appare nelle tipologie:||2.1 Contributo in volume (Capitolo o Saggio)|