The use of children’s stories in teaching english to children: analyzing the “children’s story” text genre under the framework of socio-discursive interactionism - DOI: 10.4025/actascilangcult.v30i1.4054

Detalhes bibliográficos
Autor(a) principal: Tonelli, Juliana Reichert Assunção
Data de Publicação: 2008
Tipo de documento: Artigo
Idioma: por
Título da fonte: Acta Scientiarum. Language and Culture (Online)
Texto Completo: http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/4054
Resumo: In this article, we present and discuss the results from our Master’s research in Language Studies at UEL (State University of Londrina, Brazil), in which we proposed the teaching of the English language to children by means of children’s stories – storytelling. Stories depend on language and also take into consideration children’s needs for imagination and fantasy; and therefore may be used as a teaching tool. Taking that into account, we based our work under the framework of Socio-Discursive Interactionism (SDI), a field of language psychology that proposes texts analysis as a means of appropriation of these texts. We also analyzed children’s stories in order to detect their main textual aspects and better understand how they can be didactically transposed and contribute to the teaching of English as foreign language to children. Therefore, our objective was to verify the main peculiarities of this text genre under study, and how it can be used as an instrument in teaching the English language.
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spelling The use of children’s stories in teaching english to children: analyzing the “children’s story” text genre under the framework of socio-discursive interactionism - DOI: 10.4025/actascilangcult.v30i1.4054O uso de histórias infantis no ensino de inglês para crianças: analisando o gênero textual história infantil sob a perspectiva do interacionismo sócio-discursivo - DOI: 10.4025/actascilangcult.v30i1.4054Australian fictionIrishnesspost-colonial literaturegênero textualhistória infantilensino-aprendizagem de Língua InglesaIn this article, we present and discuss the results from our Master’s research in Language Studies at UEL (State University of Londrina, Brazil), in which we proposed the teaching of the English language to children by means of children’s stories – storytelling. Stories depend on language and also take into consideration children’s needs for imagination and fantasy; and therefore may be used as a teaching tool. Taking that into account, we based our work under the framework of Socio-Discursive Interactionism (SDI), a field of language psychology that proposes texts analysis as a means of appropriation of these texts. We also analyzed children’s stories in order to detect their main textual aspects and better understand how they can be didactically transposed and contribute to the teaching of English as foreign language to children. Therefore, our objective was to verify the main peculiarities of this text genre under study, and how it can be used as an instrument in teaching the English language.Neste artigo, serão apresentados e discutidos os resultados obtidos em pesquisa de Mestrado em Estudos da Linguagem (UEL), na qual propusemos que a Língua Inglesa seja ensinada/aprendida por meio de Histórias Infantis (HIs) as quais, por depender da linguagem e por contemplar a necessidade infantil de imaginação e fantasia, podem ser usadas como instrumento de ensino. Assim, apoiamo-nos na perspectiva interacionista sócio-discursiva (ISD), uma corrente da Psicologia da Linguagem, que propõe a análise de textos como forma de apropriação dos mesmos e analisamos HIs em Inglês para detectarmos suas principais características textuais e compreender melhor como estas podem ser transpostas didaticamente e contribuir para o ensino de Inglês como língua estrangeira (LE) a crianças. Com isto, buscamos verificar as características principais do gênero HI e como este pode ser usado como instrumento de ensino da Língua Inglesa.Universidade Estadual De Maringá2008-07-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/405410.4025/actascilangcult.v30i1.4054Acta Scientiarum. Language and Culture; Vol 30 No 1 (2008); 19-27Acta Scientiarum. Language and Culture; v. 30 n. 1 (2008); 19-271983-46831983-4675reponame:Acta Scientiarum. Language and Culture (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/4054/2895Tonelli, Juliana Reichert Assunçãoinfo:eu-repo/semantics/openAccess2022-11-23T17:34:53Zoai:periodicos.uem.br/ojs:article/4054Revistahttp://periodicos.uem.br/ojs/index.php/ActaSciLangCultPUBhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/oai||actalan@uem.br1983-46831983-4675opendoar:2022-11-23T17:34:53Acta Scientiarum. Language and Culture (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv The use of children’s stories in teaching english to children: analyzing the “children’s story” text genre under the framework of socio-discursive interactionism - DOI: 10.4025/actascilangcult.v30i1.4054
O uso de histórias infantis no ensino de inglês para crianças: analisando o gênero textual história infantil sob a perspectiva do interacionismo sócio-discursivo - DOI: 10.4025/actascilangcult.v30i1.4054
title The use of children’s stories in teaching english to children: analyzing the “children’s story” text genre under the framework of socio-discursive interactionism - DOI: 10.4025/actascilangcult.v30i1.4054
spellingShingle The use of children’s stories in teaching english to children: analyzing the “children’s story” text genre under the framework of socio-discursive interactionism - DOI: 10.4025/actascilangcult.v30i1.4054
Tonelli, Juliana Reichert Assunção
Australian fiction
Irishness
post-colonial literature
gênero textual
história infantil
ensino-aprendizagem de Língua Inglesa
title_short The use of children’s stories in teaching english to children: analyzing the “children’s story” text genre under the framework of socio-discursive interactionism - DOI: 10.4025/actascilangcult.v30i1.4054
title_full The use of children’s stories in teaching english to children: analyzing the “children’s story” text genre under the framework of socio-discursive interactionism - DOI: 10.4025/actascilangcult.v30i1.4054
title_fullStr The use of children’s stories in teaching english to children: analyzing the “children’s story” text genre under the framework of socio-discursive interactionism - DOI: 10.4025/actascilangcult.v30i1.4054
title_full_unstemmed The use of children’s stories in teaching english to children: analyzing the “children’s story” text genre under the framework of socio-discursive interactionism - DOI: 10.4025/actascilangcult.v30i1.4054
title_sort The use of children’s stories in teaching english to children: analyzing the “children’s story” text genre under the framework of socio-discursive interactionism - DOI: 10.4025/actascilangcult.v30i1.4054
author Tonelli, Juliana Reichert Assunção
author_facet Tonelli, Juliana Reichert Assunção
author_role author
dc.contributor.author.fl_str_mv Tonelli, Juliana Reichert Assunção
dc.subject.por.fl_str_mv Australian fiction
Irishness
post-colonial literature
gênero textual
história infantil
ensino-aprendizagem de Língua Inglesa
topic Australian fiction
Irishness
post-colonial literature
gênero textual
história infantil
ensino-aprendizagem de Língua Inglesa
description In this article, we present and discuss the results from our Master’s research in Language Studies at UEL (State University of Londrina, Brazil), in which we proposed the teaching of the English language to children by means of children’s stories – storytelling. Stories depend on language and also take into consideration children’s needs for imagination and fantasy; and therefore may be used as a teaching tool. Taking that into account, we based our work under the framework of Socio-Discursive Interactionism (SDI), a field of language psychology that proposes texts analysis as a means of appropriation of these texts. We also analyzed children’s stories in order to detect their main textual aspects and better understand how they can be didactically transposed and contribute to the teaching of English as foreign language to children. Therefore, our objective was to verify the main peculiarities of this text genre under study, and how it can be used as an instrument in teaching the English language.
publishDate 2008
dc.date.none.fl_str_mv 2008-07-09
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dc.identifier.uri.fl_str_mv http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/4054
10.4025/actascilangcult.v30i1.4054
url http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/4054
identifier_str_mv 10.4025/actascilangcult.v30i1.4054
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/4054/2895
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual De Maringá
publisher.none.fl_str_mv Universidade Estadual De Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Language and Culture; Vol 30 No 1 (2008); 19-27
Acta Scientiarum. Language and Culture; v. 30 n. 1 (2008); 19-27
1983-4683
1983-4675
reponame:Acta Scientiarum. Language and Culture (Online)
instname:Universidade Estadual de Maringá (UEM)
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instname_str Universidade Estadual de Maringá (UEM)
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collection Acta Scientiarum. Language and Culture (Online)
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repository.mail.fl_str_mv ||actalan@uem.br
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