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Storytelling in EFL primary education: defining a sociocritical and participatory model with pre-service teachers

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dc.contributor.authorFérez Mora, Pedro Antonio
dc.contributor.authorCoyle Balibrea, Yvette
dc.contributor.departmentDidáctica de la Lengua y la Literatura
dc.coverage.spatialEspaña
dc.coverage.temporalSiglo XXI
dc.date.accessioned2025-11-03T12:04:48Z
dc.date.available2025-11-03T12:04:48Z
dc.date.copyright© 2023 The Author(s)
dc.date.issued2023-06-25
dc.description.abstractThis study explores the challenges faced by 25 future primary school teachers of English as a foreign language (EFL) when designing a storytelling session aimed at promoting young learners’ linguistic competence—the norm in the practice of EFL storytelling—, while simultaneously activating their higher order thinking skills and raising their awareness of social justice issues. Data collection instruments included student reflective journals and recordings of the instructional sessions. The main difficulties the trainees encountered on developing this multi-faceted approach with the well-known fairy tale Little Red Riding Hood included designing tasks to successfully enhance the children's participation, encourage their critical thinking, and specifically target content related to social justice. The challenges reported in this study led to the definition of a comprehensible set of guidelines which teachers interested in conducting EFL storytelling from this expanded perspective might usefully employ with younger learners.
dc.formatapplication/pdf
dc.format.extent10
dc.identifier.citationThinking Skills and Creativity, 2023, Vol. 49 : 101360
dc.identifier.doihttpss://doi.org/10.1016/j.tsc2023.101360
dc.identifier.eissn1878-0423
dc.identifier.issn1871-1871
dc.identifier.urihttp://hdl.handle.net/10201/170309
dc.languageeng
dc.publisherElsevier
dc.relationThis work was written as part of the research project ‘Queer Temporalities in Contemporary Anglophone Culture (Literature, Cinema and Video Games)’ funded by the Spanish Ministry for Science and Innovation [grant number PGC2018–095393-B-I00].
dc.relation.publisherversionhttps://www.sciencedirect.com/science/article/pii/S1871187123001293
dc.rightsAttribution 4.0 International
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectStorytelling
dc.subjectEFL Primary education
dc.subjectSocial justice
dc.subjectPre service teachers
dc.subjectStudent participation
dc.subject.odsObjetivo 4: Educación
dc.subject.odsObjetivo 5: Igualdad de género y empoderamiento de la mujer
dc.titleStorytelling in EFL primary education: defining a sociocritical and participatory model with pre-service teachers
dc.typeinfo:eu-repo/semantics/article
dspace.entity.typePublicationes
relation.isAuthorOfPublication53c7cd41-9fb8-4129-a9a0-ea430cb4e7b8
relation.isAuthorOfPublicationdf1568b2-aca6-4b5f-a43e-e11b13391735
relation.isAuthorOfPublication.latestForDiscovery53c7cd41-9fb8-4129-a9a0-ea430cb4e7b8
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