Fables and ICT: Intercultural Communication and E-Language Teaching.
Abstract
This paper presents an experimental workshop held as part of an annual university teacher training course directed at Italian teachers involved in teaching Italian as a second language in multicultural classes mainly from primary and secondary schools. Its objective is to train teachers in an intercultural methodology through the use of fables and fairy tales as they have been proven to be an educational tool with a great intercultural power in our multicultural society. They represent a universal narrative genre, which uses the same narrative techniques transversally joining different people from diverse cultures under the star-studded sky of imagination. To develop intercultural awareness, the workshop has used offline and online social tools (such as blogs and wikis) in order to teach how to operate in an innovative socio-constructivist scenario using ICT.
Full text article
References
Argilli, M. (1990). GianniRodan: Una biografia. Torino, Einaudi
Bruner, J.S. (1990). Acts of Meaning. Cambridge, MA, Harvard College
Caritas, 2003. Migrantes - Dossier statistico immigrazione - XIII Rapporto sull’Immigrazione, Italia paese di immigrazione. http://www.meltingpot.org/IMG/pdf/Dossier2003_scheda.pdf [19.01.2006]
Calvani, A. & Rotta, M. (2000). Fare formazione in Internet, Trento, Erickson.
Cordisco, M. (2003). "Blogs e ELT" in Di Sabato Bruna. Teaching English Today. Napoli, ESI.
Demetrio, D. & Favaro G. (1992). Immigrazione e pedagogia interculturale. Firenze, La nuova Italia.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. NY, Basic Books.
Krashen, S. (1989). Language Acquisition and Language Education. UK, Prentice Hall International.
Gioda P., Marana C., Varano M. (1998). Fiabe e intercultura. EMI, Brescia
Guzdial, M. (1999). Teacher and Student Authoring on the Web for Shifting Agency.Presented at AERA 99 Session: How can CSCL (Computer Supported Collaborative Learning) change classroom culture and patterns of interaction among participants? http://coweb.cc.gatech.edu:8888/csl/uploads/24/default.html [05.02.2006]
Meyer, J. & Land, R. (2003). Threshold concepts and troublesome knowledge: epistemological considerations and a conceptual framework for teaching and learning. Higher Education 48(3): 373-388.
Propp, V. (1927). Morphology of the Folktale. Trans., Laurence Scott. 2nd ed.
Rollin, H. & Harrap, A. (2005). Can E-Learning Foster Intercultural Competence? In Brookes eJournal of Learning and Teaching, Volume 1, Issue 3.
http://www.brookes.ac.uk/publications/bejlt/volume1issue3/practice/rollin_harrap.html [05.02.2006]
Schneider, D., Frété C. & Paraskevi S. (2002). Community, Content and Collaboration Management Systems: socioconstructivist scenarios for the masses? USA, Ed-Media.
Smorti, A. (1994). Il pensiero narrativo. Firenze, Giunti.
Stith, T. (1977). The Folktale. Berkeley, University of California Press.
Wallnofer, G. (2000). Pedagogia Interculturale. Milano, Bruno Mondadori.
Zipes, J. (1995). Creative Storytelling. London, Routledge.
Authors
Copyright (c) 2007 Antonella Elia

This work is licensed under a Creative Commons Attribution 4.0 International License.
This journal provides immediate and free open access to all its content and is distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0). This means readers are permitted to read, download, copy, distribute, print, search, or link to the full texts of articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author, as long as proper attribution is given. This policy is consistent with the Budapest Open Access Initiative (BOAI) definition of open access.