Abstract
Intercultural competence is more necessary than ever in a society in which pluricultural encounters constantly occur in everyday life. The Common European Framework promotes the creation of pluricultural spaces which favour the development of intercultural competent human beings; however, there is a lack of specific guidelines for making this happen in a classroom. The present work reveals the possibilities of using literature to promote the intercultural competence. In particular, it approaches the use of picture books to create pluricultural spaces in pre-primary plurilingual classrooms. To do this, the authors first provide a theoretical perspective based on an analysis of previous research on the topic, and then give a practical perspective proposing some specific pedagogical guidelines to work with picture books. Our principle statement supports the idea that the pedagogical frameworks needed to make stories part of the intercultural approach need to be harnessed to didactic principles that guide students’ language and cultural awareness, respect students’ voices and choices, and help them discover and develop their identities.
Presenters
Ana Virginia López FuentesProfesora Interina, Departamento de Ciencias de la Educación, Universidad de Zaragoza, Zaragoza, Spain Raquel Fernández Fernández
Lecturer in Modern Language/ Director of the Master's in Teaching English as a Foreign Languages, Modern Philology Department, UNIVERSIDAD DE ALCALÁ , Madrid, Spain
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2022 Special Focus: Intercultural Learning in Plurilingual Contexts
KEYWORDS
INTERCULTURAL COMPETENCE, PLURICULTURAL SPACES, PLURILINGUAL EDUCATION, PICTURE BOOKS, PREPRIMARY EDUCATION
