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<p style="text-align:justify;">Placing young&nbsp;learners at the center of the teaching attention and learning process is&nbsp;considered to be of high importance in the teachers’ attempt to help them be&nbsp;motivated to participate in the learning activities (Holderness, 1991, p.19).&nbsp;Towards that goal, young learners’ characteristics such as imagination,&nbsp;creativity, curiosity and love for play need to be considered carefully in the&nbsp;language classroom. The aim of this paper is the presentation of a story-based&nbsp;framework for young learners at beginner’s level pre-A1 of the CEFR (2001,&nbsp;p.24) through using intercultural stories. The main aim is to encourage the&nbsp;young learners’ creativity and develop their listening skill through&nbsp;incorporating both metacognitive and cognitive strategies. Listening to stories&nbsp;in class is a shared social experience that provokes a shared response of&nbsp;laughter, sadness, excitement and anticipation which is not only enjoyable but&nbsp;can help build up the child’s confidence and encourage social and emotional&nbsp;development (Ellis and Brewster, 2014, p.7).</p>

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

Original Research 

ltrq.2020.17.05.xml

Guest-editor: 
Isaak Papadopoulos, PhD, European University Cyprus, Cyprus

Thematic Issue: Interculturalism in Second Language Teaching