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Story as culturally appropriate content and social context for young english language learners

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dc.contributor.author Ghosn, Irma-Kaarina
dc.date.accessioned 2017-01-12T09:22:29Z
dc.date.available 2017-01-12T09:22:29Z
dc.date.copyright 2004 en_US
dc.identifier.issn 0790-8318 en_US
dc.identifier.uri http://hdl.handle.net/10725/5004
dc.description.abstract The relationship between second language learning and meaningful interactions is now well recognised in second language acquisition research. While English is a widely taught foreign language around the world, much of the interaction research comes from core-English countries, which are also the major producers of English language teaching (ELT) materials. The rich cultural diversity of English language teaching and learning contexts raises questions about the applicability of the materials in other cultures. Using transcript data collected from 12 primary school classrooms in the Lebanon during 18 hours of observation, this article takes a critical look at how different coursebook tasks unfold in the reality of the classroom. The findings suggest that a story-based approach to English language teaching provides a more culture-sensitive medium for classroom interactions, adaptable to diverse cultural expectations about the roles of teachers and learners than the traditional communicative language practice typical in primary school ELT courses. en_US
dc.language.iso en en_US
dc.title Story as culturally appropriate content and social context for young english language learners en_US
dc.type Article en_US
dc.description.version Published en_US
dc.title.subtitle a look at lebanese Primary School Classes en_US
dc.author.school SAS en_US
dc.author.idnumber 199190180 en_US
dc.author.department English en_US
dc.description.embargo N/A en_US
dc.relation.journal Language, Culture and Curriculum en_US
dc.journal.volume 17 en_US
dc.journal.issue 2 en_US
dc.article.pages 109-126
dc.keywords Interactions en_US
dc.keywords Culture en_US
dc.keywords Communicative approach en_US
dc.keywords Materials en_US
dc.identifier.doi http://dx.doi.org/10.1080/07908310408666687 en_US
dc.identifier.ctation Ghosn, I. K. (2004). Story as culturally appropriate content and social context for young English language learners: A look at Lebanese primary school classes. Language, Culture and Curriculum, 17(2), 109-126
dc.author.email ighosn@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url http://www.tandfonline.com/doi/abs/10.1080/07908310408666687 en_US
dc.author.affiliation Lebanese American University en_US


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