The intercultural potential of early childhood children’s literature and an exploitation strategy
Fecha
2024-05-16
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Jaén: Universidad de Jaén
Resumen
La presente tesis de máster contiene el análisis de tres álbumes ilustrados multiculturales para niños y aborda las siguientes preguntas de investigación: ¿Cómo se representa la cultura en los álbumes ilustrados objeto de estudio? ¿En qué medida y de qué manera los tres libros seleccionados pueden desarrollar las competencias interculturales de los niños más pequeños? Para la creación de las actividades, utilizamos como objetivos algunas de las competencias que se encuentran en los modelos de competencia intercultural establecidos previamente por Byram (1997; 2008) y Clouet (2008). Los resultados mostraron que los tres álbumes ilustrados examinados representan el concepto de cultura de forma diferente a los analizados en investigaciones anteriores, favoreciendo los aspectos
"dinámicos" y "dialógicos" de la cultura y evitando las generalizaciones excesivas. Además, narran situaciones de encuentros interculturales, más que ilustrar las características de culturas específicas, proporcionando a los alumnos la oportunidad de empatizar con los protagonistas y reflexionar y debatir sobre las dificultades y los beneficios de conocer a personas culturalmente diversas.
The present Master’s thesis contains the analysis of three children’s multicultural picturebooks and addresses the following research questions: How is culture represented in the picturebooks under examination? To what extent and how the three books selected can develop younger children’s intercultural competencies? For the creation of the activities, we used as objectives some of the skills found in the models of intercultural competence previously established by Byram (1997; 2008) and Clouet (2008). The outcomes showed that the three picturebooks under examination represent the concept of culture differently from the ones analysed in previous research, favouring the “dynamic” and “dialogic” aspects of culture and avoiding over-generalizations. In addition, they narrate situations of intercultural encounters, more than illustrating the characteristic of specific cultures, providing students with the opportunity to empathize withthe protagonists and reflect and discuss the difficulties and benefits of meeting culturally diverse people.
The present Master’s thesis contains the analysis of three children’s multicultural picturebooks and addresses the following research questions: How is culture represented in the picturebooks under examination? To what extent and how the three books selected can develop younger children’s intercultural competencies? For the creation of the activities, we used as objectives some of the skills found in the models of intercultural competence previously established by Byram (1997; 2008) and Clouet (2008). The outcomes showed that the three picturebooks under examination represent the concept of culture differently from the ones analysed in previous research, favouring the “dynamic” and “dialogic” aspects of culture and avoiding over-generalizations. In addition, they narrate situations of intercultural encounters, more than illustrating the characteristic of specific cultures, providing students with the opportunity to empathize withthe protagonists and reflect and discuss the difficulties and benefits of meeting culturally diverse people.