La creación de álbumes ilustrados impresos y digitales en educación superior para enseñar inglés en preescolar

  1. Mercedes Pérez Agustín 1
  2. Teresa Fleta Guillén 1
  1. 1 UCM, Madrid
Revista:
Encuentro: revista de investigación e innovación en la clase de idiomas

ISSN: 1989-0796

Año de publicación: 2024

Número: 32

Páginas: 4-22

Tipo: Artículo

DOI: 10.37536/EJ.2024.32.2443 DIALNET GOOGLE SCHOLAR lock_opene_Buah editor

Otras publicaciones en: Encuentro: revista de investigación e innovación en la clase de idiomas

Objetivos de desarrollo sostenible

Resumen

This article presents a pedagogical experience about the benefits of printed and digital picturebooks to teach English in Preschool carried out with the student teachers in the third year of the Degree of Preschool Education. During the first stage of the pedagogical experience, students received some training based on an initial questionnaire about the practice of reading and telling stories in school. During this phase, they learned what picturebooks are, their features, the difference between reading and telling stories; and reading techniques for this resource. During the second phase, the students created a picturebook choosing from print or digital format, the topic, or the age and the language level of preschool students. As a result of the creative process student teachers developed 18 stories, 77% of which were carried out using digital tools such as Canva, Storyjumper and Procreate. From this pedagogical experience, the future teachers fostered their four skills and creativity, and integrated content, cognition, communication and culture (CLIL) through creative illustrations and with a narrative adapted to Preschool.

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Fuente de los datos: Dialnet