Promoting diversity through children’s literature by Gail Ellis, Teaching Centre Manager, British Council, Paris At the British Council’s Teaching Centre in Paris, as part of our holiday programme for children, we are using carefully selected storybooks from the rich world of authentic children’s literature to raise awareness of diversity. Children attend these week long, 15 hour story-based courses for three hours each afternoon.

A storybook acts as a springboard in a wide variety of activities designed to develop children’s English language skills as well as opportunities to develop the theme or content of the book. In this way, the stories link to children’s learning across the curriculum and develop their general knowledge. Most important, the stories we select contain values which allow children to think about issues which are important and relevant to her. Storybooks are also very motivating as they exercise children’s imagination and cater to different interests and learning styles. Storytelling is a shared social experience and provokes a response of laughter, sadness, empathy, excitement and anticipation which encourages social and emotional development. The excellent illustrations support children’s understanding and help them relate what they hear to what they see and therefore decode meaning. Children develop their visual literacy and appreciation of art and discover the different styles of illustration and culture of the illustrator. These are just some of the much reasons for using children’s literature. Our main aim is to develop positive attitudes in children towards language learning and towards their appreciation of literature.

The storybook is introduced on day one of the course in order to provide a context for the children’s work. Children are informed that the week will end with a presentation of the story to their parents. This provides them with a concrete objective to work towards. The presentation also provides an ideal opportunity for us to showcase his methodology based around children’s literature and to make contact with parents. Both children and parents are very proud of the performance as it values their work and allows them to build their confidence in English.

(http://www.teachingenglish.org.uk – Adapted)

Promoting diversity through children’s literature by Gail Ellis, Teaching Centre Manager, British Council, Paris At the British Council’s Teaching Centre in Paris, as part of our holiday programme for children, we are using carefully selected storybooks from the rich world of authentic children’s literature to raise awareness of diversity. Children attend these week long, 15 hour story-based courses for three hours each afternoon.

A storybook acts as a springboard in a wide variety of activities designed to develop children’s English language skills as well as opportunities to develop the theme or content of the book. In this way, the stories link to children’s learning across the curriculum and develop their general knowledge. Most important, the stories we select contain values which allow children to think about issues which are important and relevant to her. Storybooks are also very motivating as they exercise children’s imagination and cater to different interests and learning styles. Storytelling is a shared social experience and provokes a response of laughter, sadness, empathy, excitement and anticipation which encourages social and emotional development. The excellent illustrations support children’s understanding and help them relate what they hear to what they see and therefore decode meaning. Children develop their visual literacy and appreciation of art and discover the different styles of illustration and culture of the illustrator. These are just some of the much reasons for using children’s literature. Our main aim is to develop positive attitudes in children towards language learning and towards their appreciation of literature.

The storybook is introduced on day one of the course in order to provide a context for the children’s work. Children are informed that the week will end with a presentation of the story to their parents. This provides them with a concrete objective to work towards. The presentation also provides an ideal opportunity for us to showcase his methodology based around children’s literature and to make contact with parents. Both children and parents are very proud of the performance as it values their work and allows them to build their confidence in English.

(http://www.teachingenglish.org.uk – Adapted)

Promoting diversity through children’s literature by Gail Ellis, Teaching Centre Manager, British Council, Paris At the British Council’s Teaching Centre in Paris, as part of our holiday programme for children, we are using carefully selected storybooks from the rich world of authentic children’s literature to raise awareness of diversity. Children attend these week long, 15 hour story-based courses for three hours each afternoon.

A storybook acts as a springboard in a wide variety of activities designed to develop children’s English language skills as well as opportunities to develop the theme or content of the book. In this way, the stories link to children’s learning across the curriculum and develop their general knowledge. Most important, the stories we select contain values which allow children to think about issues which are important and relevant to her. Storybooks are also very motivating as they exercise children’s imagination and cater to different interests and learning styles. Storytelling is a shared social experience and provokes a response of laughter, sadness, empathy, excitement and anticipation which encourages social and emotional development. The excellent illustrations support children’s understanding and help them relate what they hear to what they see and therefore decode meaning. Children develop their visual literacy and appreciation of art and discover the different styles of illustration and culture of the illustrator. These are just some of the much reasons for using children’s literature. Our main aim is to develop positive attitudes in children towards language learning and towards their appreciation of literature.

The storybook is introduced on day one of the course in order to provide a context for the children’s work. Children are informed that the week will end with a presentation of the story to their parents. This provides them with a concrete objective to work towards. The presentation also provides an ideal opportunity for us to showcase his methodology based around children’s literature and to make contact with parents. Both children and parents are very proud of the performance as it values their work and allows them to build their confidence in English.

(http://www.teachingenglish.org.uk – Adapted)

Promoting diversity through children’s literature by Gail Ellis, Teaching Centre Manager, British Council, Paris At the British Council’s Teaching Centre in Paris, as part of our holiday programme for children, we are using carefully selected storybooks from the rich world of authentic children’s literature to raise awareness of diversity. Children attend these week long, 15 hour story-based courses for three hours each afternoon.

A storybook acts as a springboard in a wide variety of activities designed to develop children’s English language skills as well as opportunities to develop the theme or content of the book. In this way, the stories link to children’s learning across the curriculum and develop their general knowledge. Most important, the stories we select contain values which allow children to think about issues which are important and relevant to her. Storybooks are also very motivating as they exercise children’s imagination and cater to different interests and learning styles. Storytelling is a shared social experience and provokes a response of laughter, sadness, empathy, excitement and anticipation which encourages social and emotional development. The excellent illustrations support children’s understanding and help them relate what they hear to what they see and therefore decode meaning. Children develop their visual literacy and appreciation of art and discover the different styles of illustration and culture of the illustrator. These are just some of the much reasons for using children’s literature. Our main aim is to develop positive attitudes in children towards language learning and towards their appreciation of literature.

The storybook is introduced on day one of the course in order to provide a context for the children’s work. Children are informed that the week will end with a presentation of the story to their parents. This provides them with a concrete objective to work towards. The presentation also provides an ideal opportunity for us to showcase his methodology based around children’s literature and to make contact with parents. Both children and parents are very proud of the performance as it values their work and allows them to build their confidence in English.

(http://www.teachingenglish.org.uk – Adapted)

Promoting diversity through children’s literature by Gail Ellis, Teaching Centre Manager, British Council, Paris At the British Council’s Teaching Centre in Paris, as part of our holiday programme for children, we are using carefully selected storybooks from the rich world of authentic children’s literature to raise awareness of diversity. Children attend these week long, 15 hour story-based courses for three hours each afternoon.

A storybook acts as a springboard in a wide variety of activities designed to develop children’s English language skills as well as opportunities to develop the theme or content of the book. In this way, the stories link to children’s learning across the curriculum and develop their general knowledge. Most important, the stories we select contain values which allow children to think about issues which are important and relevant to her. Storybooks are also very motivating as they exercise children’s imagination and cater to different interests and learning styles. Storytelling is a shared social experience and provokes a response of laughter, sadness, empathy, excitement and anticipation which encourages social and emotional development. The excellent illustrations support children’s understanding and help them relate what they hear to what they see and therefore decode meaning. Children develop their visual literacy and appreciation of art and discover the different styles of illustration and culture of the illustrator. These are just some of the much reasons for using children’s literature. Our main aim is to develop positive attitudes in children towards language learning and towards their appreciation of literature.

The storybook is introduced on day one of the course in order to provide a context for the children’s work. Children are informed that the week will end with a presentation of the story to their parents. This provides them with a concrete objective to work towards. The presentation also provides an ideal opportunity for us to showcase his methodology based around children’s literature and to make contact with parents. Both children and parents are very proud of the performance as it values their work and allows them to build their confidence in English.

(http://www.teachingenglish.org.uk – Adapted)

Promoting diversity through children’s literature by Gail Ellis, Teaching Centre Manager, British Council, Paris At the British Council’s Teaching Centre in Paris, as part of our holiday programme for children, we are using carefully selected storybooks from the rich world of authentic children’s literature to raise awareness of diversity. Children attend these week long, 15 hour story-based courses for three hours each afternoon.

A storybook acts as a springboard in a wide variety of activities designed to develop children’s English language skills as well as opportunities to develop the theme or content of the book. In this way, the stories link to children’s learning across the curriculum and develop their general knowledge. Most important, the stories we select contain values which allow children to think about issues which are important and relevant to her. Storybooks are also very motivating as they exercise children’s imagination and cater to different interests and learning styles. Storytelling is a shared social experience and provokes a response of laughter, sadness, empathy, excitement and anticipation which encourages social and emotional development. The excellent illustrations support children’s understanding and help them relate what they hear to what they see and therefore decode meaning. Children develop their visual literacy and appreciation of art and discover the different styles of illustration and culture of the illustrator. These are just some of the much reasons for using children’s literature. Our main aim is to develop positive attitudes in children towards language learning and towards their appreciation of literature.

The storybook is introduced on day one of the course in order to provide a context for the children’s work. Children are informed that the week will end with a presentation of the story to their parents. This provides them with a concrete objective to work towards. The presentation also provides an ideal opportunity for us to showcase his methodology based around children’s literature and to make contact with parents. Both children and parents are very proud of the performance as it values their work and allows them to build their confidence in English.

(http://www.teachingenglish.org.uk – Adapted)

Promoting diversity through children’s literature by Gail Ellis, Teaching Centre Manager, British Council, Paris At the British Council’s Teaching Centre in Paris, as part of our holiday programme for children, we are using carefully selected storybooks from the rich world of authentic children’s literature to raise awareness of diversity. Children attend these week long, 15 hour story-based courses for three hours each afternoon.

A storybook acts as a springboard in a wide variety of activities designed to develop children’s English language skills as well as opportunities to develop the theme or content of the book. In this way, the stories link to children’s learning across the curriculum and develop their general knowledge. Most important, the stories we select contain values which allow children to think about issues which are important and relevant to her. Storybooks are also very motivating as they exercise children’s imagination and cater to different interests and learning styles. Storytelling is a shared social experience and provokes a response of laughter, sadness, empathy, excitement and anticipation which encourages social and emotional development. The excellent illustrations support children’s understanding and help them relate what they hear to what they see and therefore decode meaning. Children develop their visual literacy and appreciation of art and discover the different styles of illustration and culture of the illustrator. These are just some of the much reasons for using children’s literature. Our main aim is to develop positive attitudes in children towards language learning and towards their appreciation of literature.

The storybook is introduced on day one of the course in order to provide a context for the children’s work. Children are informed that the week will end with a presentation of the story to their parents. This provides them with a concrete objective to work towards. The presentation also provides an ideal opportunity for us to showcase methodology based around children’s literature and to make contact with parents. Both children and parents are very proud of the performance as it values their work and allows them to build their confidence in English.

(http://www.teachingenglish.org.uk – Adapted)

Promoting diversity through children’s literature by Gail Ellis, Teaching Centre Manager, British Council, Paris At the British Council’s Teaching Centre in Paris, as part of our holiday programme for children, we are using carefully selected storybooks from the rich world of authentic children’s literature to raise awareness of diversity. Children attend these week long, 15 hour story-based courses for three hours each afternoon.

A storybook acts as a springboard in a wide variety of activities designed to develop children’s English language skills as well as opportunities to develop the theme or content of the book. In this way, the stories link to children’s learning across the curriculum and develop their general knowledge. Most important, the stories we select contain values which allow children to think about issues which are important and relevant to her. Storybooks are also very motivating as they exercise children’s imagination and cater to different interests and learning styles. Storytelling is a shared social experience and provokes a response of laughter, sadness, empathy, excitement and anticipation which encourages social and emotional development. The excellent illustrations support children’s understanding and help them relate what they hear to what they see and therefore decode meaning. Children develop their visual literacy and appreciation of art and discover the different styles of illustration and culture of the illustrator. These are just some of the reasons for using children’s literature. Our main aim is to develop positive attitudes in children towards language learning and towards their appreciation of literature.

The storybook is introduced on day one of the course in order to provide a context for the children’s work. Children are informed that the week will end with a presentation of the story to their parents. This provides them with a concrete objective to work towards. The presentation also provides an ideal opportunity for us to showcase his methodology based around children’s literature and to make contact with parents. Both children and parents are very proud of the performance as it values their work and allows them to build their confidence in English.

(http://www.teachingenglish.org.uk – Adapted)

Promoting diversity through children’s literature by Gail Ellis, Teaching Centre Manager, British Council, Paris At the British Council’s Teaching Centre in Paris, as part of our holiday programme for children, we are using carefully selected storybooks from the rich world of authentic children’s literature to raise awareness of diversity. Children attend these week long, 15 hour story-based courses for three hours each afternoon.

A storybook acts as a springboard in a wide variety of activities designed to develop children’s English language skills as well as opportunities to develop the theme or content of the book. In this way, the stories link to children’s learning across the curriculum and develop their general knowledge. Most important, the stories we select contain values which allow children to think about issues which are important and relevant to . Storybooks are also very motivating as they exercise children’s imagination and cater to different interests and learning styles. Storytelling is a shared social experience and provokes a response of laughter, sadness, empathy, excitement and anticipation which encourages social and emotional development. The excellent illustrations support children’s understanding and help them relate what they hear to what they see and therefore decode meaning. Children develop their visual literacy and appreciation of art and discover the different styles of illustration and culture of the illustrator. These are just some of the much reasons for using children’s literature. Our main aim is to develop positive attitudes in children towards language learning and towards their appreciation of literature.

The storybook is introduced on day one of the course in order to provide a context for the children’s work. Children are informed that the week will end with a presentation of the story to their parents. This provides them with a concrete objective to work towards. The presentation also provides an ideal opportunity for us to showcase his methodology based around children’s literature and to make contact with parents. Both children and parents are very proud of the performance as it values their work and allows them to build their confidence in English.

(http://www.teachingenglish.org.uk – Adapted)

Promoting diversity through children’s literature by Gail Ellis, Teaching Centre Manager, British Council, Paris At the British Council’s Teaching Centre in Paris, as part of our holiday programme for children, we are using carefully selected storybooks from the rich world of authentic children’s literature to raise awareness of diversity. Children attend these week long, 15 hour story-based courses for three hours each afternoon.

A storybook acts as a springboard a wide variety of activities designed to develop children’s English language skills as well as opportunities to develop the theme or content of the book. In this way, the stories link to children’s learning across the curriculum and develop their general knowledge. Most important, the stories we select contain values which allow children to think about issues which are important and relevant to her. Storybooks are also very motivating as they exercise children’s imagination and cater to different interests and learning styles. Storytelling is a shared social experience and provokes a response of laughter, sadness, empathy, excitement and anticipation which encourages social and emotional development. The excellent illustrations support children’s understanding and help them relate what they hear to what they see and therefore decode meaning. Children develop their visual literacy and appreciation of art and discover the different styles of illustration and culture of the illustrator. These are just some of the much reasons for using children’s literature. Our main aim is to develop positive attitudes in children towards language learning and towards their appreciation of literature.

The storybook is introduced on day one of the course in order to provide a context for the children’s work. Children are informed that the week will end with a presentation of the story to their parents. This provides them with a concrete objective to work towards. The presentation also provides an ideal opportunity for us to showcase his methodology based around children’s literature and to make contact with parents. Both children and parents are very proud of the performance as it values their work and allows them to build their confidence in English.

(http://www.teachingenglish.org.uk – Adapted)