<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962021000100103</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La narración de cuentos para contribuir a la enseñanza del inglés]]></article-title>
<article-title xml:lang="pt"><![CDATA[Narração de histórias como contribuição para o ensino da língua inglesa]]></article-title>
<article-title xml:lang="en"><![CDATA[The storytelling for contributing to the English Teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera Arencibia]]></surname>
<given-names><![CDATA[Ileana Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acosta Padrón]]></surname>
<given-names><![CDATA[Rodolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Ramírez]]></surname>
<given-names><![CDATA[Alexis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Pinar del Río 'Hermanos Saiz Montes de Oca"  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>103</fpage>
<lpage>119</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962021000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962021000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962021000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo presenta consideraciones acerca del comportamiento del método de la narración de cuentos en la enseñanza del inglés en la carrera de Lenguas Extranjeras de la Universidad de Pinar del Río "Hermanos Saíz Montes de Oca". El objetivo es valorar su utilización como recurso metodológico para dinamizar el aprendizaje del inglés en los estudiantes de los dos primeros años, de manera que puedan lograr el desarrollo de la competencia comunicativa, interactiva e intercultural. En el trabajo se fundamenta el método desde los enfoques comunicativo, interactivo y reflexivo y las teorías sociolingüísticas y psicológicas cuyas raíces se encuentran en el enfoque histórico-cultural. La valoración se lleva a cabo desde el análisis teórico y la práctica pedagógica realizada durante la etapa de 2017 a 2020, en la cual se utilizó de forma experimental la narración de cuentos como recurso metodológico. Se utilizaron los métodos de observación, entrevista, encuesta y discusión grupal. Se elaboraron cuentos y tareas que fueron instrumentados con modificaciones hechas al método original de la narración de cuentos, con fin de ajustarlo al contexto de aprendizaje de los estudiantes universitarios cubanos. Se logró una interpretación coherente de la funcionalidad y de los resultados del método para la intensificación del aprendizaje del inglés en términos de comprensión, interacción, reflexión, colaboración, contextualización y significación. Así, se muestra la validez del método para el desarrollo de la competencia comunicativa en la lengua inglesa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo apresenta considerações sobre o comportamento do método de contar histórias no ensino do inglês na carreira de línguas estrangeiras da Universidade de Pinar del Río "Hermanos Saíz Montes de Oca". O objetivo é avaliar a sua utilização como recurso metodológico para dinamizar a aprendizagem do inglês nos estudantes dos dois primeiros anos, de modo a que possam alcançar o desenvolvimento da competência comunicativa, interativa e intercultural. O método baseia-se nas abordagens comunicativas, interativas e reflexivas e nas teorias sociolinguísticas e psicológicas cujas raízes se encontram na abordagem histórico-cultural. A avaliação é realizada a partir da análise teórica e da prática pedagógica realizada durante a fase de 2017 a 2020, na qual a narração de histórias foi utilizada experimentalmente como um recurso metodológico. Foram utilizados os métodos de observação, entrevista, inquérito e discussão em grupo. Histórias e tarefas foram elaboradas e instrumentadas com modificações feitas ao método original de contar histórias, de modo a ajustá-lo ao contexto de aprendizagem dos estudantes universitários cubanos. Foi alcançada uma interpretação coerente da funcionalidade e dos resultados do método para a intensificação da aprendizagem do inglês em termos de compreensão, interação, reflexão, colaboração, contextualização e significado. Assim, é demonstrada a validade do método para o desenvolvimento da competência comunicativa na língua inglesa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article presents an assessment of the method of storytelling in English language teaching in the Foreign Languages Career at the University of Pinar del Río "Hermanos Saíz Montes de Oca". The objective is to assess the use of the storytelling method as a methodological resource for improving the learning of English in the students from the first two years, so they can achieve the development of communicative, interactive and intercultural competence. The work is based on the communicative, the interactive, the reflexive approaches, and the sociolinguistic and psychological theories whose roots are found in the historical-cultural approach. The assessment is based on the theoretical analysis and pedagogical practice carried out during the 2017-2020 stage, where the teaching of English through storytelling has been used in an experiential way. Methods of observation, interview, and survey and group discussion were applied. Stories and tasks have been elaborated and implemented with modifications made to the original storytelling method, in order to adjust it to the learning context of Cuban university students. A coherent interpretation of the functionality and the results of the method were achieved in terms of comprehension, interaction, reflection, collaboration, contextualization and meaning. Thus, the validity of the method for the development of the communicative competence in English is shown.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[narración de cuentos]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[competencia comunicativa]]></kwd>
<kwd lng="pt"><![CDATA[narração de histórias]]></kwd>
<kwd lng="pt"><![CDATA[ensino da língua inglesa]]></kwd>
<kwd lng="pt"><![CDATA[competência comunicativa]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[communicative competence]]></kwd>
</kwd-group>
</article-meta>
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