Early Literacy Process by means of Short Stories a Qualitative Descriptive Interpretative Case Study

Abstract

This research was focused on the use of short stories as a resource to promote early literacy development in an EFL context. This qualitative descriptive interpretative case study attempted to analyze and describe the early literacy process developed by means of short stories in an EFL classroom and the type of relationships children established between the short stories they read and their writings, furthermore, it involved a group of four Transition grade students at San Bartolomé La Merced School, in Bogotá. Data collection sources for this project included field notes, conferences and writing samples. The findings reported that children responded to the texts bringing up their own worlds by relating their life experiences in order to get meaning from the readings. Besides, they showed a critical point of view which was evidenced in the arguments they exposed to defend their thoughts. Consequently, this study invites teachers to envision our learners as competent and creative individuals who deserve to be engaged in the challenging purpose of reading and writing, which means giving the opportunity to children of showing themselves as critical and potential thinkers about the world they live in.