Intercultural Story-Based Framework in Young Language Learners’ Classrooms: from alternative teaching to alternative assessment

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).