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

Abstract

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.