Loukia, Nitinou
April 2006
Reading Matrix: An International Online Journal;Apr2006, Vol. 6 Issue 1, p25
Academic Journal
The paper is based on the conviction that stories, apart from being every young child's bedtime friend, can become every young learner's school time treasure. Moving within the context of English language teaching in Primary schools in Greece through a compulsory course book (Fun Way series), the paper identifies a mismatch between what is considered as good primary practice and what is realized in practice through the use of stories inside the course book. A parallel, story based syllabus is developed, which aims to cater for the problems conceived, and the theory behind it is presented in order to justify the selection of both the framework and the materials. Andrews (2000:3) uses the term "framework" to 'refer to a diagrammatic representation of a course outline or plan' and this is also the view of "framework" adopted in this paper. The paper also analytically presents seven teaching sessions within the framework and alternative assessment for one. The framework will be presented and evaluated in relation to the theories about how children think and learn and about acquisition/learning of L1 and L2. Suggestions will be made for improving and further developing the framework.


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