Selección y utilización de cuentos en una clase de inglés como lengua extranjera

Abstract

This article summarizes a case study aimed at exploring the theories, criteria and pedagogical strategies that support the use of stories as a teaching and learning resource for the development of reading and writing skills in English language. The participants are students enrolled in the course “English Reading and Writing I” at the School of Modern Languages – Universidad de Los Andes, Merida, Venezuela. To analyze the results, the data obtained were triangulated combining multiple methods such as observation, field notes, interviews and analysis of the material. It is concluded that the teacher is based on the sociocultural theories, uses cognitive strategies and selects the story according to length, linguistic complexity, authentic use of language and the cognitive and affective attraction.