BOOSTING CHILDREN’S IMAGINATION BY USING STORIES IN TEACHING FOREIGN LANGUAGES. CHALLENGES AND OPPORTUNITIES IN THE TECHNOLOGICAL ERA
BOOSTING CHILDREN’S IMAGINATION BY USING STORIES IN TEACHING FOREIGN LANGUAGES. CHALLENGES AND OPPORTUNITIES IN THE TECHNOLOGICAL ERA

Summary/Abstract: Storytelling is an art as old as time. Adults and children alike have always expanded their imagination and creativity through stories and the fact that fairy tales play a dominant role in early childhood education, being included in any good English programme for young children, is a well-known concept. But what happens nowadays when the amazing development of technology seems to revolutionize both teaching and learning process? In the era in which eBooks, computer games, avatars and online teaching, are not fantasy but pure fact which part may stories, story books and storytelling play? Technology provides many useful resources for students, parents, and teachers but the excessive screen time may lead to less human interaction. Teachers and parents worry that lack of face-to-face socializing will leave students unable to communicate effectively. Moreover, recent American studies show that learners mostly have better comprehension with print text than digital one and in some cases students tend to score worse on comprehension tests after reading a digital text. The aim of the present paper is to explore how language teachers can face technological impact and help children rediscover stories and books. By mixing appropriate methodology and deep awareness of young learners needs, teachers may help learners to flip between book and screen and increase their imagination that during the early years is pivotal for children’s development.

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