1. ZESPÓŁ SZKÓŁ W LUBYCZY KRÓLEWSKIEJ POLAND
Multicultural Communication: Breaking Stereotypes Educational Conference on: " Teaching aids and exchange of good practices"
Monday, 05/ 06/2017
ZESPÓŁ SZKÓŁ W LUBYCZY KRÓLEWSKIEJ POLAND
by Dimitrios Chlemes
Coordinator

2. A teaching proposal to remove stereotypes
We will present a teaching program that can be applied in a regular (linguistically homogeneous) classroom but also in a multicultural classroom.
The example is an illustrative tool that is based on holistic approach and collaborative learning and is aimed at 9-10 year old students.

3. It is a proposal based on literature and can be extended to other subjects other than linguistic.
Diversity and stereotypes are approached through a story-fairy tale.

4. Recommended book "A cultivated wolf" by Pascal Biet and Becky Bloom

5. The book has a central hero of the wolf but of "subversive" roles
The book has a central hero of the wolf but of "subversive" roles. It refers to the isolation that the different person feels and the efforts he makes to integrate into the group

6. Summary of the book
«Wolf arrives in town, ready for something to eat, and heads for a nearby farm, salivating over the prospect of a duck, a pig and a cow.
So far, so not out of the ordinary. But then the story takes a delightful twist because the duck, the pig and the cow are reading books. In fact, so intent upon their books are they that they fail to notice the arrival - at speed - of the hungry, howling wolf.
Bloodshed is averted by the composed reactions of the readers: "What is that awful noise?" complains the cow, one hind leg folded nonchalantly over the other. "I can't concentrate on my book." The others advise him to ignore it - not something to which wolves are accustomed.

7. It is explained to the wolf that this is an exclusive farm for cultured animals, and that he is therefore unwelcome. The wolf retreats, offended, but determined to regain his dignity by learning to read. His first tentative attempts don't meet with very much encouragement - "You've got a long way to go" - but gradually he improves until he is reading "with confidence and passion". His stories entrance his erstwhile menu options to the extent that he is now "one of them" - a cultured book lover. (Presumably his dietary requirements are met more peaceably elsewhere.)

9. The wolf presents itself with different characteristics than those we encounter in traditional tales (bad, wild, foolish, hungry, with a bad end etc.) Our goal is to overturn the stereotypes that children acquire through literature and the Exploring their imagination and their critical thinking. There are books with similar content in the world literature (I believe in your country's literature) (the wolf in non-conventional data) that you can use as educational tools

10. Objectives Cultivation of the imagination Conflict of stereotypes
Enable children's inventiveness
Sensitization on social issues
Enhancing children's narrative capacity

11. Issues for discussion and research
Comparison of the role and characteristics of the wolf in this story with its role in other stories and fairy tales
Reading techniques and features of a good reader / narrator

12. Indicative activities
The teacher prepares activities related to the cultivation of written and spoken language, but also to the practice of grammatical phenomena and mathematical concepts. Children are already separated into groups and work in their teams.

13. When reading and editing the text

14. Cover description and assumptions about the content of the story
Cover description and assumptions about the content of the story. Each group will soon record its own case
Read the first page explaining unknown words and recording them in the vocabulary. Discussion on an expression of the book: "people no longer trusted ... no good day they were telling him"
Observe the image. The groups are given a worksheet with the question: "Can you imagine what the wolf feels and how he feels?"
 We ask the groups to paint the unity of the story they listened to and write a relevant sentence
Discussion of historical facts (animal eating habits, animal usefulness, animals at risk, etc.)

15. After reading history They fill in the information card
They are preparing an ad for the book
They write a letter to the author
They are preparing an interview with a hero of the story. Each group writes 6-8 questions they would like to make on a story character as well as the hypothetical answers of these characters.

16. They change a key element
They change a key element. The children rehearsed the story based on the new element, making all the changes that result from it (technique Gianni Rodari)
Enrich the story with new information and details
They are growing dialogue
They put a new face in history
They grow the "role" of a character.

18. Selectively
Through its experience, each teacher can design and implement teaching programs that contribute to the creation of a learning environment tailored to the needs of children. Programs that captivate children's interest and emphasize skills rather than their weaknesses.

19. With collaborative learning and holistic approach, we can respond to the needs of multicultural classes with great success because of the potential for more development of cognitive and linguistic skills.
This avoids the sterile hunting of skills and we cultivate a climate of equal opportunities for all children.