Implemen ing Ci izenship Educa ion and In e cul u al Compe ence
h ough S o ies
Ca la Isabel
Ba is a Rod igues Inácio
Ma ch, 2017
Rela ó io de Es ágio de Mes ado em Ensino de
Inglês no 1.º Ciclo do Ensino Básico
Dedica ed
To my pa en s, my sis e and all my pas , p esen and u u e s uden s, my
cons an sou ce o inspi a ion.
ACKNOWLEDGEMENTS
My i s hank you goes o my second PES s uden s, who helped me in his
esea ch p ojec . These lo ing young lea ne s, who illed in ques ionnai e a e
ques ionnai e, answe ed all he class enqui ies and pa icipa ed in e e y p ojec
necessa y o he esea ch. I would also like o hank my coope a ing eache D a. Luísa
Ga o, he Headmas e o he School Clus e , o au ho izing my p ac icum, and he
s uden s’ pa en s who illed in he au ho iza ion ha allowed hei child en o pa icipa e
in he esea ch. My hanks as well o my supe iso s, P o esso a Dou o a Ca olyn Leslie
and P o esso a Dou o a Ana Gonçal es Ma os, o hei aluable ad ice.
My g a i ude goes also o my i s PES s uden s and my i s co-op eache D a.
Sand a Lobo.
Las bu no leas , I would also like o exp ess my g a i ude o all my o he eache s o
his Mas e s cou se, P o esso a Dou o a Sandie Mou ão, P o esso a Dou o a Joana
Teixei a, P o esso Dou o Da id Jus ino, P o esso a Dou o a Gab iela Gânda a
Te enas and D . Da e Rowlands.
IMPLEMENTING CITIZENSHIP EDUCATION AND INTERCULTURAL
COMPETENCE THROUGH STORIES
CARLA ISABEL BATISTA RODRIGUES INÁCIO
ABSTRACT
KEYWORDS: s o y elling, p ima y le el, ci izenship educa ion, mo al alues,
in e cul u al compe ence, di e ences.
This esea ch p ojec explo ed how s o y elling con ibu ed o implemen ing ci izenship
educa ion and in e cul u al compe ence a p ima y le el. Educa ing child en o become
clea - hinking and enligh ened ci izens, as well as o achie e success ul in e ac ion wi h
elemen s o di e en cul u es was he aim o his esea ch. This esea ch p ojec
in es iga ed he use o s o y elling, using olk ales om wo dis an coun ies. One o
hem was Indonesia, a p edominan ly Islamic coun y loca ed in he sou he n
hemisphe e, and he o he Russia, a p edominan ly O hodox coun y loca ed on he
Eu opean and Asian con inen s. These s o ies exposed s uden s o di e en coun ies,
adi ional clo hing, landscapes and physical cha ac e is ics, bu also o cus oms, i uals
and p ac ices o hei inhabi an s. They we e clea acili a o s o p omo e he cu iosi y o
s uden s, o help hem no ice he di e ences by con as ing hei own eali y wi h he
ones o he a ge cul u es. I can be s a ed ha hese olk ales we e alid con ibu ions
o aise s uden s’ in e cul u al awa eness. The s o ies also allowed young lea ne s o be
exposed o ac ions ela ed o mo al alues, which migh be o he wise ha d o explain o
child en. S uden s connec ed wi h he cha ac e s o he s o ies and s uden s’ eelings and
emo ions helped hem lea n such concep s, as well as ousing in hem emo ional and
c i ical engagemen . The e ec i eness o s o y elling was con i med gi en ha s uden s
eme ged wi h new insigh s and hey helped de ine and in oduce concep s o s uden s,
as well. Using s o y elling was meaning ul o make child en awa e o he posi ions o
o he s and o engage hem as ac i e ci izens.
EDUCAÇÃO PARA A CIDADANIA E COMPETÊNCIA INTERCULTURAL
ATRAVÉS DE HISTÓRIAS
CARLA ISABEL BATISTA RODRIGUES INÁCIO
RESUMO
Pala as-cha e: con a his ó ias, ensino básico, educação pa a a cidadania, alo es
mo ais, compe ência in e cul u al, di e enças.
Es e p oje o de pesquisa analisou como a a i idade de con a his ó ias con ibuiu pa a
implemen a a educação pa a a cidadania e a compe ência in e cul u al ao ní el do
ensino básico. Educa as c ianças pa a que se o nem cidadãos iluminados e li es
pensado es e ambém pa a que consigam in e ações bem sucedidas com elemen os de
cul u as di e en es, oi o obje i o des a pesquisa. Es e p oje o de pesquisa in es igou a
a i idade de con a his ó ias, usando con os popula es de dois países dis an es. Um
deles, um país p edominan emen e islâmico, localizado no hemis é io sul, a Indonésia e
o ou o, um país p edominan emen e o odoxo localizado nos con inen es eu opeu e
asiá ico, a Rússia. Es as his ó ias pe mi i am expo os alunos a países di e en es, aos
seus ajes adicionais, às suas paisagens e às suas ca ac e ís icas ísicas, mas ambém
aos cos umes, i uais e p á icas dos seus habi an es. As his ó ias o am e iden es
acili ado es na p omoção da cu iosidade dos alunos, a ajudá-los a cons a a as
di e enças con as ando a sua p óp ia ealidade com as das cul u as-al o. Pode-se
e idencia que es es con os popula es o am con ibuições álidas pa a aumen a a
consciencialização in e cul u al dos alunos. As his ó ias ambém pe mi i am que es es
jo ens alunos ossem expos os a p ocessos ligados a alo es mo ais, cujos concei os de
ou a o ma se iam di íceis de explica . Os alunos iden i ica am-se com os pe sonagens
das his ó ias e os seus sen imen os e emoções ajuda am-nos a ap ende ais concei os,
es imulando de igual modo o seu engajamen o c í ico e emocional. A e icácia da
a i idade de con a his ó ias icou comp o ada pois es as ajuda am a de ini e in oduzi
concei os e os alunos com uma maio cla i idência. A a i idade de con a his ó ias oi
um a o signi ica i o pa a a sensibilização das c ianças sob e a pos u a dos ou os e pa a
o ná-los cidadãos a i os.

TABLE OF CONTENTS
In oduc ion ……………………………………………………………………………. 1
Chap e I: Li e a u e e iew …………………………………………………………… 3
I.1. Implemen ing ci izenship educa ion …………..……………………….. 3
I.2. S o y elling and ci izenship educa ion o child en ……………………. 4
I.3. P omo ing in e cul u al compe ence …………………………………… 5
I.4. The in e cul u al message in s o ies ……………………………………. 6
Chap e II: The ac ion esea ch ………………………………………………………... 7
II.1. Con ex …………………………………………………………………. 7
II.2. Me hodology …………………………………………………………… 7
II.2.1. Teaching jou nal ………………………………………………... 8
II.2.2. Ques ionnai es ………………………………………………...... 8
II.2.3. Open class in e iews ………………………………………..…. 9
II.2.4. S uden sel -assessmen wo kshee …………………………….. 9
II.2.5. Teaching ma e ials used in he esea ch ………………………. 10
II.2.6. Le e s o consen ……………………………………………... 11
II.3. Resul s ………………………………………………………………… 11
II.3.1. Ques ionnai e and open class in e iews on eading p e e ences
and habi s ……………………………………...…………………………..… 11
II.3.2. Indonesian olk ale Too- oo-moo and he Gian ……………… 13
II.3.2.1. Teaching jou nal no es on adi ional clo hing …………..……. 14
II.3.2.2. Ques ionnai es on he loca ion o Indonesia ………………….. 14
II.3.2.3. Resea ch on Indonesian ea ing habi s ga he ed h ough eaching
jou nal no es, open class in e iew and ques ionnai e …………….……... 14
II.3.2.4. Ques ionnai e on loca ion and ea ing habi s o Po ugal …….... 16
II.3.2.5. Ci izenship Educa ion in he Indonesian olk ale ga he ed h ough
ques ionnai e and open class in e iew ………………………………….. 17
II.3.3. Russian olk ale The Twel e Mon hs ………………………..… 19
II.3.3.1. Teaching jou nal no es on adi ional symbols ……….…….… 19
II.3.3.2. Ci izenship Educa ion in he Russian olk ale ga he ed h ough
ques ionnai e and open class in e iew ………………………………….. 19
II.3.3.3. Resea ch on he loca ion o Russia ga he ed h ough ques ionnai e
and open class in e iew …………………...…………………………….. 21
II.3.3.4. Teaching jou nal no es on alphabe s ………….…………….… 21
II.3.4. S uden sel -assessmen o in e cul u al ma e s in he olk ales 22
II.3.5. Conclusion o esul s sec ion ………………………………….. 24
II.4. Discussion and conclusion ……………………………………………. 25
Lis o e e ences ……………………………………………………………………... 29
Lis o igu es …………………………………………………………………………. 31
Lis o ables ………………………………………………………………………….. 32
Appendix A – S ages o he p ojec and esea ch ools .................................................... i
Appendix B – S uden s’ eading habi s ........................................................................... ii
Appendix C – Open class in e iews ............................................................................. iii
Appendix D – Loca ion o Indonesia ............................................................................. i
Appendix E – Geog aphic loca ion and ea ing habi s .....................................................
Appendix F – Ci izenship educa ion (Indonesian s o y) ................................................ i
Appendix G – Ci izenship educa ion (Russian s o y) ................................................... ii
Appendix H – Loca ion o Russia ................................................................................ iii
Appendix I – S uden sel -assessmen on in e cul u al ma e s ...................................... ix
Appendix J – Indonesian olk ale ................................................................................... xi
Appendix K – Indonesian and Po uguese b eak as s .................................................. xiii
Appendix L – Show and ell p ojec on a ou i e b eak as s ....................................... xi
Appendix M – Russian olk ale ..................................................................................... x
Appendix N – Russian s. La in alphabe lashca ds .................................................. x ii
Appendix O – Me y Ch is mas messages a ound he wo ld p ojec ........................ x iii
Appendix P – Headmas e ’s le e o consen .............................................................. xix
Appendix Q – Pa en s’ le e o consen …………………………………………........ xx
Appendix R – S uden s’ le e o consen ..................................................................... xxi
1
INTRODUCTION
In he pas yea s o my eaching expe ience, when in e ac ing wi h my s uden s, I
s a ed o ealise ha he iolence ound in he games child en play and TV shows hey
wa ch was communica ing misleading messages. I was my belie ha hese misleading
and con used messages could a ec child en nega i ely and lead o si ua ions whe e
hey would no know how o ac app op ia ely in socie y and ha e inco ec a i udes.
This e lec ion b ough o my mind ha I, as a eache , should make an a emp
o change ha . Following his line o hough I ealised ha I should also make an e o
o change he in ole an a i udes seen nowadays owa ds indi iduals o o he cul u al
g oups oo. A ha poin , I s a ed esea ching online he opics I could explo e. Helped
by he online esou ces o UNESCO I came ac oss in e cul u al compe ence and
ci izenship educa ion.
How is in e cul u al compe ence de ined? UNESCO (2013) de ines in e cul u al
compe ence as “abili ies o adep ly na iga e complex en i onmen s ma ked by a
g owing di e si y o peoples, cul u es and li es yles, in o he e ms, abili ies o pe o m
... e ec i ely and app op ia ely when in e ac ing wi h o he s who a e linguis ically and
cul u ally di e en om onesel ” (2013, p. 5). UNESCO in ends ha all indi iduals
may ha e he abili y o ac ole an ly and espec ully when dealing wi h cul u ally
dis an o he s.
S o ies like Ali Baba and he Fo y Thie es, ha was a s o y I hea d when I was
a child, can anspo us o dis an lands and in oduce us o adi ional clo hing,
landscapes and physical appea ance o hei inhabi an s
,
bu also o cus oms, i uals and
p ac ices. As a child, his pa icula s o y in e es ed me because i showed me an A ab
wo ld I knew no hing o .
As o ci izenship educa ion UNESCO (2010) de ines i as “educa ing child en
… o become clea - hinking and enligh ened ci izens who pa icipa e in decisions
conce ning socie y” (Wha is mean by ci izenship educa ion? sec ion, pa a. 1). This
means educa ing child en o become open-minded indi iduals able o make hei own
esponsible choices o socie y.
I s o ies a e a good means o make s uden s awa e o he in e cul u al wo ld
hey li e in, why no use hem also o con ey mo al alues? Looking back on my
childhood I am con inced ha he s o ies I was old and ead in luenced he alues,
8
ole, skills, ac ions and s uden s’ esponse o i . This is wi hou a doub an e ec i e way
o in es iga e and explo e a eas in need o imp o emen .
Th oughou his esea ch, he in en ion was o answe he esea ch ques ions,
• A e olk ales an e ec i e way o lea n mo al alues and aise in e cul u al
awa eness?
• Is explo ing abs ac concep s, like mo al alues, h ough s o ies e ec i e?
• Do s o ies help aise in e cul u al awa eness?
• How do child en’s s o ies con ibu e o bo h?
Fo ha eason, I ound he w i ing o a eaching jou nal, applying
ques ionnai es, open class in e iews and s uden sel -assessmen he mos app op ia e
me hods o unde aking he ask. A summa y o he esea ch ins umen s used can be
seen in Appendix A.
II. 2.1. Teaching jou nal
To collec he da a needed o he esea ch, I w o e a eaching jou nal con aining
no es on he ou comes and my e lec ions on s o y elling lessons and ollow-up
ac i i ies. E e y lesson I ook no es o s uden s’ commen s and my insigh on hese.
A e all he da a we e eco ded, he in o ma ion s a ed o be p ocessed and analysed
quali a i ely. The eco ds we e o ganized and in e p e ed o ind key pa e ns and igu e
ou he answe s o he puzzle ques ions, o con i m o con adic he e ec i eness o
using s o ies in lea ning mo al alues and aising in e cul u al awa eness.
II. 2.2. Ques ionnai es
I used closed and open ques ions on six ques ionnai es. The i s o he
ques ionnai es was abou s uden s’ eading habi s (Appendix B). The e s uden s had o
answe i hey liked o no o ead o lis en o s o ies, i anyone ead o old hem s o ies
and which s o ies hey liked o ead o lis en o. O he ques ionnai es ega ded mo al
alues in he s o ies old in class (Appendices F and G). In hese, s uden s had o say i
hey liked he s o ies o no , wha hey would do i hey we e in he cha ac e s’ places
and w i e new endings o he s o ies. The o he ques ionnai es we e abou hei
knowledge o he a ge cul u es, such as ea ing habi s and loca ion o hei coun ies o
o igin (Appendices D, E and H). The da a collec ed we e analysed quan i a i ely and
he in o ma ion ob ained was displayed in g aphs, p esen ing igu es and pe cen ages o

9
make he esul s clea . As o he open ques ions, in o ma ion on s uden s’ eading
habi s we e analysed quan i a i ely and he ci izenship educa ion ques ionnai es
quali a i ely. The analysis used subjec i e judgemen and was based on in o ma ion ha
was no quan i ied. The aim was o in es iga e he po en ial o s o y elling o aise
ci izenship and in e cul u al awa eness.
Pin e (2006) sugges s ha ques ionnai es a e “be e sui ed o quick ac ual
su eys” (p.148). Fu he mo e, she adds ha i he e a e open ques ions he p ocess
could be ime-consuming and demanding. Howe e , i is my belie ha i is impo an o
allow s uden s o answe wi hou es ain s. O he wise, he es ain s you may impose
on hem migh p e en you om ge ing mo e u h ul eplies.
II. 2.3. Open class in e iews
I also conduc ed open class in e iews (Appendix C), whe e ques ions we e
asked and he answe s we e gi en by s uden s, in open class. The answe s we e
eco ded on a g id. These we e abou s uden s’ pas eading expe iences in he
class oom and o s uden s’ knowledge o s o ies po aying o he cul u es. I a emp ed
o disco e s uden s’ knowledge o Indonesian b eak as s oo. Fu he mo e, he e was
ano he open class in e iew, wi h ou g oups o ou s uden s, wi h e e ence o he
loca ion o Russia and mo al alues on bo h s o ies. The aim o hese in e iews was o
augmen my knowledge o he s uden s’ eading, cul u al and ci ic eali ies. The da a
collec ed h ough hese enqui ies we e also analysed quan i a i ely, displayed in
pe cen ages and numbe s o s uden s. As in he ques ionnai es, his analysis was done
and he in o ma ion was displayed in g aphs.
II. 2.4. S uden sel -assessmen wo kshee
S uden s we e asked o ca y ou a sel -assessmen wo kshee abou hei
in e cul u al expe ience. They we e asked o go h ough he s o ies hey hea d and
e lec on hei in e cul u al expe ience in hese s o ies. Child en had o assess hei
in e cul u al expe ience and choose i hey el hey lea ned a li le, some o a lo . This
wo kshee was conduc ed a e bo h s o ies we e old and ques ionnai es ca ied ou .
The da a we e analysed quan i a i ely and he in o ma ion is p esen ed as numbe s o
s uden s.
10
II. 2.5. Teaching ma e ials used in he esea ch
A e he s o ies, p ops and ma e ials we e c ea ed. The i s olk ale Too- oo-
moo and he Gian (Appendix J), an Indonesian s o y, was old in wo sepa a e lessons.
I was simply old, wi hou eading i om a book. I is impo an o s a e ha eal li e
images o a Ja anese mask and adi ional Ja anese ga men s we e used o ell he s o y.
Men, women and child en wea ing adi ional Indonesian cos umes, a adi ional house
om he Island o Ja a and Indonesian landscapes and se ings we e used o gi e
s uden s an idea abou he Indonesian eali y.
Nex , ela ed o his na a i e he e was a lesson on he loca ion o Indonesia and
Indonesian ea ing habi s, mainly b eak as s. Po uguese ea ing habi s, mainly b eak as s,
we e also in oduced. S uden s we e expec ed o con as Indonesian loca ion and
b eak as s o Po uguese loca ion and b eak as s (Appendix K). This a emp ed o
p omo e openness and cu iosi y in s uden s’ minds and o make hem awa e o o he
people and o he hings. In oducing di e en eali ies as well as he Po uguese eali y,
allowed hem o u n he s ange in o amilia and ice e sa. This lesson in ended o
in oduce he loca ion o Po ugal and b eak as s ea en he e.
Subsequen ly, s uden s had o do a Show and ell p ojec (Appendix L) ela ed o
he opic o b eak as s. This p ojec in ended o con as s uden s’ eali y and he ones
p esen ed in class. S uden s’ p ojec s we e analysed quan i a i ely. This analysis was
based on he in o ma ion in each o he child en’s wo ks and he answe choices we e
con e ed in o nume ical alues. I aimed o explo e i his helped aise in e cul u al
awa eness in class.
The second olk ale The Twel e Mon hs (Appendix M), a Russian s o y, on he
con a y was ead aloud in only one lesson. The pic u es used ep esen ed he Russian
cul u e, as a as se ings and cha ac e s. The cha ac e s we e all Ma yoshka dolls and
images o he adi ional Russian house, he izba, and landscapes we e used as well.
A e wa ds, he e was a lesson on he loca ion and on he sc ip o he coun y.
To allow con as wo o he alphabe s we e in oduced, he English and Indonesian.
This helped s uden s disco e he di e ence be ween alphabe s o he a ge cul u es
(Appendix N). S uden s’ names we e hen w i en using he Russian alphabe . Using
online help, I w o e s uden s names wi h he men ioned sc ip . Then, s uden s did a
p ojec o display (Appendix O) he way people wish each o he Me y Ch is mas
11
a ound he wo ld. S uden s had o copy Ch is mas wishes in wen y i e di e en
languages. Among many languages, Indonesian and Russian Ch is mas wishes we e
copied by s uden s o pape baubles, s a s and bells. This copying p ocedu e aided
s uden s o ealise he di e ence be ween alphabe s and sc ip s.
II. 2.6. Le e s o consen
The cycles o in e en ion ela ed o bo h s o ies, only began a e ob aining
consen o ca y ou he esea ch. Consen was collec ed om s uden s (Appendix R),
he School Clus e ’s Headmas e (Appendix P) and s uden s’ pa en s (Appendix Q).
II. 3. Resul s
The pu pose o his esea ch p ojec was o unde s and whe he s o ies we e
e icien o e ec i e ways o aise in e cul u al awa eness and implemen ci izenship
educa ion in young lea ne s’ educa ion.
• A e olk ales an e ec i e way o lea n mo al alues and aise in e cul u al
awa eness?
• Is explo ing abs ac concep s, like mo al alues, h ough s o ies e ec i e?
• Do s o ies help aise in e cul u al awa eness?
• How do child en’s s o ies con ibu e o bo h?
Ques ionnai es, open class in e iews, eaching jou nal no es, s uden sel -
assessmen wo kshee and o he eaching ma e ials o his esea ch we e used o answe
hese ques ions.
II. 3.1. Ques ionnai e and open class in e iews on eading p e e ences and
habi s
Du ing he p e-s o y elling s ages, a ques ionnai e (Appendix B) ha in ended o
disco e s uden s’ eading habi s and p e e ences was ca ied ou . As shown in Figu e 1,
esul s con i med ha s uden s liked eading s o ies and ha i een ou o eigh een liked
lis ening o hem. Gi en ha hey liked s o ies, s uden s we e asked i anyone ead hem
s o ies. Resul s show ha en om a o al o eigh een answe ed yes o he ques ion. O
hose en s uden s, abou hal men ioned hei pa en s as he s o y elle s. I was also
unde s ood ha g andpa en s, siblings and o he ela i es, like uncles o aun s, played a
ole in his s o y elling habi . The las poin in he ques ionnai e was an open ques ion
on s uden s’ eading p e e ences. As shown below, se en ou o eigh een s uden s liked
all ypes o s o ies and
had no pa icula p e e ence. The emaining ele en pa icipan s
di ided hei p e e ences in o ai y ales,
ad en u e, ca s and
dinosau s.
S uden s' Reading P e e ences and Habi s
Ques ions in he
Figu e 1 – S uden s’
eading
Again, be o e
elling
s uden s’ pas eading expe iences
Resul s e ealed, as seen
in Figu e 2
in classes. In
ac , e en he wo
which s o ies. T
o ind mo e answe s, he
ead o lis ened o a home
s o ies abou
cul u es di e en om hei
mo als and e hics.
La e ,
a e elling
(Appendix C)
was conduc ed wi h se en een pa icipan s
coun ies, s uden s had ead o been old
ouch wi h di e en
s o ies
knew s o ies o o he coun
emembe ed i was a
No h Ame ican s o
13,5
14
14,5
15
15,5
16
16,5
17
17,5
18
18,5
Like
eading
s o ies?
Like
lis ening
o
s o ies?
like
don' like
0
2
4
6
8
10
12
14
16
18
20
Anyone
ell you
s o ies?
Yes
had no pa icula p e e ence. The emaining ele en pa icipan s
di ided hei p e e ences in o ai y ales,
dai y s o ies and
s o ies abou
dinosau s.
S uden s' Reading P e e ences and Habi s
Ques ions in he
Ques ionnai e (Appendix B)
eading
p e e ences and habi s
exp essed as numbe s o s uden s
elling
he s o y, he i s open class in e iew
(Appendix
s uden s’ pas eading expe iences
in he English Language class oom
in Figu e 2
, ha mos s uden s did no
ead o lis en o s o ies
ac , e en he wo
pa icipan s who answe ed hey did,
couldn’ emembe
o ind mo e answe s, he
in e iew was
di ec ed o he s o ies child en
ead o lis ened o a home
, and disco e ed ha , al hough none o
he child en ead
cul u es di e en om hei
own; hey belie ed s o ies
augh
a e elling
he Indonesian s
o y, a second open class in e iew
was conduc ed wi h se en een pa icipan s
abou s o ies po aying o he
coun ies, s uden s had ead o been old
.
I in ended o ind ou i s uden s had been in
s o ies
om o he coun ies.
Only wo o he s uden s said hey
knew s o ies o o he coun
ies bu did no emembe which, al hough,
No h Ame ican s o
y, as seen below in Figu e 2
Anyone
ell you
s o ies?
Yes
No
0
2
4
6
8
10
12
I yes,
who?
o he
ela i es
pa en s
g andpa en s
siblings
0
2
4
6
8
10
12
14
16
18
20
Wha
s o ies?
12
had no pa icula p e e ence. The emaining ele en pa icipan s
s o ies abou
mons e s,
exp essed as numbe s o s uden s
.
(Appendix
C) on
in he English Language class oom
was conduc ed.
ead o lis en o s o ies
couldn’ emembe
di ec ed o he s o ies child en
he child en ead
augh
hem alues,
o y, a second open class in e iew
abou s o ies po aying o he
I in ended o ind ou i s uden s had been in
Only wo o he s uden s said hey
ies bu did no emembe which, al hough,
one o hem
y, as seen below in Figu e 2
. In ac , esul s
Wha
s o ies?
Dinosau s
S o ies
Ca S o ies
Ad en u e
S o ies
Dia y S o ies
Mons e
S o ies
Fai y Tales
All
showed ha s uden s had no been exposed o s o ies ha ep esen ed o he cul u es o
ha we e om o he coun ies. The e o e, i was ele an ha s uden s’ lack o exposu e
o o he eali ies needed o b
awa eness.
Figu e 2 –
S uden s’ pas eading expe iences exp essed as numbe s o s uden s.
The ac ha
in he las open class in e iew o he esea ch p ojec (Appendix
C), i een ou o se en een
any s o y,
shows ha child en enjoy lis ening o s o ies.
aluable ools o explo e many a eas
hem
. Since he aim o his esea ch p ojec was o p omo e in e cul u al compe ence
and each ci izenship educa ion h ough s o ies,
lis ening o s o ies can con i m ha s o ies a e
Figu e 3 – S uden s’
eelings owa ds s o ies ex
II. 3.2.
Indonesian olk ale
The
elling o he
Indonesian s o y, was
done
eali y, since
i was a adi ional s o y and
0
5
10
15
20
Read o
lis ened o
s o ies in
school?
Which?
Numbe o S uden s
Ques ions o i s and second Open Class In e iews (Appendix C)
S uden s' Pas Reading Expe iences
How do you eel when you lis en o any s o y?
showed ha s uden s had no been exposed o s o ies ha ep esen ed o he cul u es o
ha we e om o he coun ies. The e o e, i was ele an ha s uden s’ lack o exposu e
o o he eali ies needed o b
e al e ed, in o de o s a p omo ing in e cul u al
S uden s’ pas eading expe iences exp essed as numbe s o s uden s.
in he las open class in e iew o he esea ch p ojec (Appendix
C), i een ou o se en een
pa icipan s indica ed ha hey el happy when lis ening o
shows ha child en enjoy lis ening o s o ies.
Resul s showed ha s o ies a e
aluable ools o explo e many a eas
, because child en el happy when lis ening o
. Since he aim o his esea ch p ojec was o p omo e in e cul u al compe ence
and each ci izenship educa ion h ough s o ies,
he ac ha hey eel happy when
lis ening o s o ies can con i m ha s o ies a e
aluable o bo h a eas.
eelings owa ds s o ies ex
p essed as numbe s o
s uden s
Indonesian olk ale
Too- oo-moo and he Gian
elling o he
i s olk ale Too- oo-moo and he Gian
(Appendix J), an
done
in wo lessons.
This s o y po ayed a li le o
i was a adi ional s o y and
eal li e Ja anese
images we e used.
Which?
We e hey
abou
di e en
cul u es?
Did you
lea n om
ca ac e s?
Know any
s o y om
o he
coun y?
Remembe
which
coun y?
Remembe
which
s o y?
Ques ions o i s and second Open Class In e iews (Appendix C)
S uden s' Pas Reading Expe iences
15
20
How do you eel when you lis en o any s o y?
Happy
So so
Sad
13
showed ha s uden s had no been exposed o s o ies ha ep esen ed o he cul u es o
ha we e om o he coun ies. The e o e, i was ele an ha s uden s’ lack o exposu e
e al e ed, in o de o s a p omo ing in e cul u al
S uden s’ pas eading expe iences exp essed as numbe s o s uden s.
in he las open class in e iew o he esea ch p ojec (Appendix
pa icipan s indica ed ha hey el happy when lis ening o
Resul s showed ha s o ies a e
, because child en el happy when lis ening o
. Since he aim o his esea ch p ojec was o p omo e in e cul u al compe ence
he ac ha hey eel happy when
s uden s
.
(Appendix J), an
This s o y po ayed a li le o
he Indonesian
images we e used.
Remembe
which
s o y?
Ques ions o i s and second Open Class In e iews (Appendix C)
No
Yes
Happy
So so
Sad

14
II. 3.2.1. Teaching jou nal no es on adi ional clo hing
The eaching jou nal con aining no es, ou comes and e lec ions o s o y elling
lessons and ac i i ies in ended o e eal s uden s’ eac ions ega ding cul u al
di e ences. Conce ning he Indonesian olk ale, he s uden s made commen s abou he
Gian ’s Ja anese mask and he adi ional Ja anese ga men s o he cha ac e s. Child en
ocused on he mask and “S uden L said he Gian ’s mask is e y cool” (Teaching
jou nal, Oc obe 20, 2016) and hen hey no iced he Gian ins ead o wea ing ouse s,
was wea ing some so o long ski “He is no wea ing ouse s! He is wea ing a ski !”
(Teaching jou nal, Oc obe 20, 2016). Rega ding he main cha ac e , he emale
s uden s no iced he a i e and no ed ha “Too- oo-moo is looking e y p e y”
(Teaching jou nal, Oc obe 20, 2016).
II. 3.2.2. Ques ionnai es on he loca ion o Indonesia
A e elling he i s olk ale, be o e he geog aphy and cul u e lesson, he i s
ques ionnai e (Appendix D) abou s uden s’ knowledge o Indonesia, he coun y o
o igin o his olk ale, was conduc ed. Conce ning Indonesia, 71% o he pa icipan s
did no know which con inen i was on, as shown in Figu e 4.
Ano he ques ionnai e (Appendix E), he second conduc ed abou s uden s’
knowledge o Indonesia, demons a ed ha a e in oducing cul u e and geog aphy,
53% o he pa icipan s e ealed hey knew he con inen whe e he coun y was loca ed.
When compa ed o he p e ious 29% i is no iceable ha s uden s’ knowledge on he
ma e inc eased.
II. 3.2.3. Resea ch on Indonesian ea ing habi s ga he ed h ough
eaching jou nal no es, open class in e iew and ques ionnai e
Du ing he s o y elling lesson, child en deal wi h adi ional Indonesian ood.
The eaching jou nal no es on he s uden s’ eac ions o Indonesian ood showed ha
hey ound po idge unpleasan , due o hei exclama ions. Quo ing om he eaching
jou nal, his is clea “Ugh... Ewww... I is disgus ing” (Teaching jou nal, Oc obe 20,
2016). Howe e , he same canno be said abou he o he ood i em, ice. The e o e, i
can be s a ed ha s uden s’ a i udes o unknown o he s we e symp oma ic o he ac
ha hey we e no used o being exposed o di e en eali ies. Tha lack o exposu e
migh ha e been esponsible o s uden s’ nega i e eac ions. Ne e heless, hey we e
asked o bea in mind ha such a eac ion was no an app op ia e one. S uden s we e
also asked o ake in o conside a ion he ac ha Indonesian child en migh ha e a
nega i e esponse o some oods u s o ou cul u e. The youn
accep he ea ing habi s o o he s as di e en , no as some hing bad.
As
s o ies could be a way o awaken s uden s’ cu iosi y and a ehicle o
ou
ac i i ies ha inc ease in e cul u al awa eness,
(Appendix C) was conduc ed
and ea ing habi s, he in e iew conduc ed
po idge and ice,
p esen ed in he s o y, as shown in
o s uden s had lea ned
du ing he elling o he s o y ha an
composed o po idge,
he b eak as se ed o he Gian , a
ice, he b eak as ea en by he main cha ac e and he mo he .
Loca ion
Figu e 4 –
Geog aphic loca ion and b eak as s in
Resul s o he ques ionnai e on geog aphic loca ion and ea ing habi s (Appendix
E), conduc ed a e he geog aphy and cul u e lesson, e ea
s a ed ha he Indonesian b eak as consis ed o ice and po idge.
s a ed ha i consis ed
only
p esen ed abo e whe e s uden s we e no awa e o
Indonesian b eak as and shows ha s uden s we e now mo e awa e o ce ain ea u es
o Indonesian cul u e
. These esul s showed s uden s we e mo e awa e o Indonesian
cul u e
a e he cul u e lesson, gi en ha me ely 25% o s uden s chose oas and jam
as an Indonesian b eak as .
o he esea ch o s uden s’ knowledge o he a ge cul u e o he i s s o y.
0%
10%
20%
30%
40%
50%
60%
70%
80%
Be o e
geog aphy
lesson
A e
geog aphy
lesson
also asked o ake in o conside a ion he ac ha Indonesian child en migh ha e a
nega i e esponse o some oods u s o ou cul u e. The youn
g lea ne s we e in i ed o
accep he ea ing habi s o o he s as di e en , no as some hing bad.
s o ies could be a way o awaken s uden s’ cu iosi y and a ehicle o
ac i i ies ha inc ease in e cul u al awa eness,
he hi d open class in e
(Appendix C) was conduc ed
. So a e
elling he s o y bu be o e he lesson on loca ion
and ea ing habi s, he in e iew conduc ed
ocused on he Indonesian b eak as
p esen ed in he s o y, as shown in
Figu e 4. Resul s
show
du ing he elling o he s o y ha an
Indonesian b eak as
he b eak as se ed o he Gian , a
l hough
nobody conside ed
ice, he b eak as ea en by he main cha ac e and he mo he .
Loca ion
and B eak as s o Indonesia
Geog aphic loca ion and b eak as s in
Indonesia
exp essed as pe cen ages.
Resul s o he ques ionnai e on geog aphic loca ion and ea ing habi s (Appendix
E), conduc ed a e he geog aphy and cul u e lesson, e ea
led ha
now
s a ed ha he Indonesian b eak as consis ed o ice and po idge.
25%
only
o ice and 10% only o po idge.
This con as s o esul s
p esen ed abo e whe e s uden s we e no awa e o
he ac ha ice was also pa o he
Indonesian b eak as and shows ha s uden s we e now mo e awa e o ce ain ea u es
. These esul s showed s uden s we e mo e awa e o Indonesian
a e he cul u e lesson, gi en ha me ely 25% o s uden s chose oas and jam
as an Indonesian b eak as .
This ques ionnai e and his in e iew concluded he i s pa
o he esea ch o s uden s’ knowledge o he a ge cul u e o he i s s o y.
Know
Don'
Know
0%
10%
20%
30%
40%
50%
60%
70%
80%
Be o e cul u e
lesson
A e cul u e
lesson
15
also asked o ake in o conside a ion he ac ha Indonesian child en migh ha e a
g lea ne s we e in i ed o
s o ies could be a way o awaken s uden s’ cu iosi y and a ehicle o
ca y
he hi d open class in e
iew
elling he s o y bu be o e he lesson on loca ion
ocused on he Indonesian b eak as
s,
show
ed ha 76%
Indonesian b eak as
was
nobody conside ed
exp essed as pe cen ages.
Resul s o he ques ionnai e on geog aphic loca ion and ea ing habi s (Appendix
now
40% co ec ly
25%
o he s uden s
This con as s o esul s
he ac ha ice was also pa o he
Indonesian b eak as and shows ha s uden s we e now mo e awa e o ce ain ea u es
. These esul s showed s uden s we e mo e awa e o Indonesian
a e he cul u e lesson, gi en ha me ely 25% o s uden s chose oas and jam
This ques ionnai e and his in e iew concluded he i s pa
o he esea ch o s uden s’ knowledge o he a ge cul u e o he i s s o y.
A e cul u e
Po idge
Rice
None o he
abo e
Po igde
and Rice
Toas and
jam
II. 3.2.4.
Ques ionnai e on
A e he
lesson on geog aphy
ques ionnai e (Appendix E)
lea ned abou
Po ugal and
knew
ha he coun y was loca ed in Eu ope
Rega ding
Po uguese
and co ee wi h oas o
co ee and
be o e o s uden s in
he cul u e and geog aphy lesson
Geog aphic Loca ion and B eak as s
Figu e 5 –
Geog aphic
A emp ing o
aise
p ojec (Appendix L
) abou
demons a ed ha h
e ood combina ions chosen w
C oissan , pancakes, ied eggs and many o he i ems
adi ional b eak as .
Milk
o es each. S uden s’
epl
p ojec s we e illed wi h i ems adi ionally ela ed o o he
associa ed he
adi ional Po uguese b eak as s
shown in hei choices.
These choices e lec ed he mul icul u al na u e o his class.
Some
s uden s we e om di e en cul u al
om A
ican, Sou h Ame ican o Sou h Asian coun ies. I was a signi ican s ep o
in ol e s uden s in a p ojec ha exposed
These young lea ne s deal wi h he di e ences in each o he p esen ed eali ies and
he e
o e in e cul u al awa eness was p omo ed.
0% 20% 40%
60%
Know
Don' Know
Geog aphic loca ion
Ques ionnai e on
loca ion and ea ing habi s o
lesson on geog aphy
and b eak as s o Indonesia
ques ionnai e (Appendix E)
was conduc ed
o de e mine wha s uden s ac ually
Po ugal and
hei own cul u e. As can be
seen in Figu e
ha he coun y was loca ed in Eu ope
.
Po uguese
b eak as s, 49% and 42% o he s uden s associa ed milk
co ee and
cus a d a s o he Po uguese b
eak as
he cul u e and geog aphy lesson
.
Geog aphic Loca ion and B eak as s
in Po ugal
Geog aphic
loca ion and b eak as s in Po ugal exp essed
as
aise
in e cul u al awa eness, he s uden s did
a Show and Tell
) abou
hei a ou i e b eak as s
a ound he wo ld
e ood combina ions chosen w
e e
qui e a ied, as seen in
C oissan , pancakes, ied eggs and many o he i ems
we e
a pa o hei a ou i e
Milk
and oas howe e we e he mos popula
wi h
epl
ies p o ed ha hei eali y was
mul icul u al, since hei
p ojec s we e illed wi h i ems adi ionally ela ed o o he
cul u al
adi ional Po uguese b eak as s
o
ood om di e se coun ies
These choices e lec ed he mul icul u al na u e o his class.
s uden s we e om di e en cul u al
backg ounds,
as s uden s’ amilies we e
ican, Sou h Ame ican o Sou h Asian coun ies. I was a signi ican s ep o
in ol e s uden s in a p ojec ha exposed
each o he s’ cul u es o he whole g oup.
These young lea ne s deal wi h he di e ences in each o he p esen ed eali ies and
o e in e cul u al awa eness was p omo ed.
60%
80% 0%
10%
Co ee and c eam cus a d
Milk and co ee wi h oas
None o he abo e
Wa les
Po uguese
B eak as s
16
Po ugal
and Po ugal, a
o de e mine wha s uden s ac ually
had
seen in Figu e
5, mos s uden s
b eak as s, 49% and 42% o he s uden s associa ed milk
eak as
, as augh
as
pe cen ages.
a Show and Tell
a ound he wo ld
. This p ojec
qui e a ied, as seen in
Table 1.
a pa o hei a ou i e
wi h
nine and six
mul icul u al, since hei
cul u al
eali ies. They
ood om di e se coun ies
, as
These choices e lec ed he mul icul u al na u e o his class.
as s uden s’ amilies we e
ican, Sou h Ame ican o Sou h Asian coun ies. I was a signi ican s ep o
each o he s’ cul u es o he whole g oup.
These young lea ne s deal wi h he di e ences in each o he p esen ed eali ies and
10%
20%30%40%50%60%
Table 1 –
S uden s’ in e p e a ion o Po uguese b eak as s exp essed as numbe s o answe s.
Show and Tell P ojec
Food i ems Milk
co ee c oissan
Numbe s
o answe s
9 4 1
II. 3.2.5.
Ci izenship Educa ion in he Indonesian olk ale
h ough ques ionnai e and open class in e iew
The pa icipan s we e asked, a e elling he Indonesian s o y, wha hey
do i hey we e in he cha ac e
ob ained, as shown in Figu e 6,
being du i ul and obeying pa en s was impo an .
obliga ion o make
po idge o he Gian and obedience o pa en s was
awa e ha hey should no ea he po idge
showed also
ha in ma e s o sel
sol e hei issues by o ce.
Figu e 6 –
Resea ch on
ques ionnai e and open class in e iew,
Too- oo-
moo, when a acked by he Gian , could
him. S uden s we e awa e o h
bes one. This
made young lea ne s awa e o he
someone o help hem ins ead o a acking he Gian
answe ed hey would sol e he ma e in a iolen way, like he s o y’s main cha ac e . I
0
2
4
6
8
10
12
14
make
po idge
Being du i ul
Numbe o S uden s
Ci izenship Educa ion in he Indonesian S o y
Ques ionnai e
Open Class In e iew
S uden s’ in e p e a ion o Po uguese b eak as s exp essed as numbe s o answe s.
Show and Tell P ojec
- S uden s' in e p e a ion o
Po uguese b eak as s
b ead
oas
juices
c eam cus a d
pancakes
3 6 3 2 1
Ci izenship Educa ion in he Indonesian olk ale
h ough ques ionnai e and open class in e iew
The pa icipan s we e asked, a e elling he Indonesian s o y, wha hey
do i hey we e in he cha ac e
s’ places
in a ques ionnai e (Appendix F). The esul s
ob ained, as shown in Figu e 6,
indica ed ha mo e han hal o he s uden s
being du i ul and obeying pa en s was impo an .
Being du i ul
was exp e
po idge o he Gian and obedience o pa en s was
awa e ha hey should no ea he po idge
, while Mum was a
he ma ke
ha in ma e s o sel
-
de ence mo e han hal o he s uden s
Resea ch on
Ci izenship Educa ion in he Indonesian s o y
,
ques ionnai e and open class in e iew,
exp essed as numbe s o s uden s.
moo, when a acked by he Gian , could
choose o call o help o inju e
him. S uden s we e awa e o h
e ac
ha she chose a iolen op ion, bu ha was no he
made young lea ne s awa e o he
op ions
hey had.
someone o help hem ins ead o a acking he Gian
.
Ne e heless, mos o he s uden s
answe ed hey would sol e he ma e in a iolen way, like he s o y’s main cha ac e . I
don'
make
don' ea ea
po idge
call o
help
inju e
Gian
Being du i ul
Obedience o
pa en s
Sel
-
de ence
S uden s' choices
Ci izenship Educa ion in he Indonesian S o y
Ques ionnai e
-
a e s o y elling lesson
Open Class In e iew
- a e bo h s o ies we e old
17
S uden s’ in e p e a ion o Po uguese b eak as s exp essed as numbe s o answe s.
Po uguese b eak as s
pancakes
ied egg ce eal
cakes
1 2 1
Ci izenship Educa ion in he Indonesian olk ale
ga he ed
The pa icipan s we e asked, a e elling he Indonesian s o y, wha hey
would
in a ques ionnai e (Appendix F). The esul s
indica ed ha mo e han hal o he s uden s
hough ha
was exp e
ssed in he
po idge o he Gian and obedience o pa en s was
shown by being
he ma ke
. Resul s
de ence mo e han hal o he s uden s
p e e ed o
,
ga he ed h ough
choose o call o help o inju e
ha she chose a iolen op ion, bu ha was no he
hey had.
They could ask
Ne e heless, mos o he s uden s
answe ed hey would sol e he ma e in a iolen way, like he s o y’s main cha ac e . I
O he s
24
s a emen , i e ou o ele en s uden s conside ed ha he olk ales helped hem lea n
some hing abou people om o he coun ies, whe eas ano he i e s uden s conside ed
hey lea ned a lo . Finally, ou ou o ele en con i med ha hey had a lo o cu iosi y
abou o he people and how hey see us, while i e said hey had some cu iosi y. These
esul s e ealed ha mos s uden s had become mo e cul u ally awa e a e elling he
s o ies.
Howe e , when s uden s we e expec ed o name hings hey ound in e es ing in
he wo cul u es s udied in classes, hey we e unable o answe . Tha migh ha e
happened because lessons we e subjec o ime cons ain s and he e o e, he e was no
enough ime o se up ac i i ies and asks in class o enable s uden s o answe . I belie e
s uden s lacked in o ma ion o accomplish he ask success ully.
II. 3.5. Conclusion o esul s sec ion
In conclusion, esul s showed ha he child en liked s o ies and ha hese make
young lea ne s eel happy. Pa en s play an impo an ole ega ding s o y elling and his
g oup showed a b oadened as e o all ypes o s o ies. Resul s showed ha child en’s
s ong appe i e o s o ies make hem a alid ehicle o aise awa eness o c oss-
cu icula a eas such as ci izenship educa ion, as hey belie e s o ies each hem alues,
mo als and e hics. Al hough child en had no been exposed o s o ies o o he coun ies,
i.e., o he cul u es, hey el ha hey lea ned om s o ies. These could be he igge o
in oduce s uden s o o eign cul u es and con ibu e posi i ely o p omo e in e cul u al
compe ence in he class oom.
Resul s e ealed ha he cu iosi y o s uden s was p omo ed (sa oi ê e) and he
class was di ec ed o con as hei cul u e o he a ge cul u e and no ice he di e ences
(sa oi s). The Indonesian olk ale, Too- oo-moo and he Gian , helped expose s uden s
o ano he coun y, o di e en adi ional clo hing and o di e en ea ing habi s.
Th ough he in oduc ion o Indonesian b eak as s and h ough he lesson on Indonesian
loca ion s uden s ein o ced he knowledge o hei own cul u e h ough con as . When
compa ing hese o eign ea ing habi s wi h hei own, s uden s ound he po idge
unpleasan , e ealing hei lack o exposu e o o he eali ies. S uden s we e hen
encou aged o accep he di e en ea ing habi s o o he s and bea in mind ha o he s
migh be emp ed o ind he same o hei own ea ing habi s. Th ough his, i was s a ed
he impo ance o accep ing he o he ness. Conce ning he Russian olk ale, The Twel e
Mon hs, s uden s we e engaged o lea n he loca ion o he coun y and his was a way

25
o s a in e cul u al lea ning in class. They also ein o ced hei knowledge o hei own
cul u e when con as ing hei eali y o o he eali ies. S uden s ound di e ences in he
alphabe s lea ned and in he Ch is mas messages and un amilia sc ip s hey copied.
S uden s compa ed alphabe s and we e exposed o di e en w i ing eali ies. I was his
compa ison be ween cul u es ha helped aise s uden s’ in e cul u al awa eness, and
showed ha child en’s s o ies can ac as p omo e s o acili a o s o de eloping such
impo an skills.
These s o ies po ayed si ua ions child en could ela e o. They allowed child en
o be exposed o ac ions ela ed o mo al alues, whose concep s migh be o he wise
ha d o explain. They eased he ask o de ining and in oducing hese concep s o
s uden s. S uden s we e asked o make choices as i hey we e he cha ac e s in he
s o ies and he eelings and emo ions in he s o ies helped hem lea n concep s, such as
being du i ul, obedience o pa en s, sel -de ence, injus ice, poli eness and good
manne s. S o y elling was also meaning ul o make young lea ne s awa e o o he s’
poin s o iew, o engage hem as ac i e ci izens, as in he example o he new endings
hey w o e o he s o ies. The e o e, s o y elling made he ci izenship lea ning
meaning ul and c ea ed emo ional and c i ical engagemen whene e hey ela ed o he
cha ac e s in he s o ies. The e ec i eness o child en’s s o ies was con i med, because
s uden s we e able o disco e such concep s h ough he ac i i ies done.
II. 4. Discussion and conclusion
The in en ion o his esea ch was o answe he ques ions
• A e olk ales an e ec i e way o lea n mo al alues and aise in e cul u al
awa eness?
• Is explo ing abs ac concep s, like mo al alues, h ough s o ies e ec i e?
• Do s o ies help aise in e cul u al awa eness?
• How do child en’s s o ies con ibu e o bo h?
The use o s o y elling o aise in e cul u al awa eness p o ided hese s uden s
wi h a secu e en i onmen o lea n abou o eign cul u es. While lea ning, hey en e ed
he an asy wo ld s o ies o e and explo ed hei own cul u e and con as ed i o ha o
o he s. Thei sympa hy owa ds he cha ac e s, Too- oo-moo, he Mum, he Gian , he
Poo O phan Gi l, he S epmo he , he S epsis e and he Twel e Mon hs, c ea ed he
oppo uni y o explo e and e lec on he alues, mo als and e hics hese olk ales
26
con eyed. Th ough s o ies s uden s de eloped hei own sys em o alues, e lec ing
and exp essing hei iews on he ac ions po ayed.
The esul s con i med ha he pa icipan s liked eading and lis ening o s o ies,
ha mo e han hal ha e someone who ead o old hem s o ies and ha abou hal o
hose a e hei pa en s. Child en’s en husiasm o lis ening o s o ies made hem happy,
so, s o ies we e a sa e g ound o explo e Ci izenship Educa ion and In e cul u al
Compe ence in he class oom.
Al hough s uden s did no lis en o o ead s o ies in he English class and did no
ead s o ies o o he coun ies o cul u es, hey belie ed s o ies augh hem mo al
alues. Fo his eason, eache s should explo e s o ies in class, as a way o expose hem
o mo al alues, whose concep s migh be complica ed o explain wi hou s o ies. Since
s uden s ela ed o he cha ac e s ha acili a ed he disco e y o concep s, he
e ec i eness o child en’s s o ies can be con i med.
The di e en alphabe s we e signi ican o s uden s, because o he di e ences
hey no iced. The expe ience o w i ing in di e en languages and wi h di e en sc ip s
made he pa icipan s awa e o he o he s’ di e si y. The s uden s’ in oduc ion o he
loca ion o Indonesia and Russia was complemen ed wi h Indonesian ea ing habi s and
wi h he loca ion o Po ugal, as well as i s ea ing habi s. Though he images used we e
qui e s e eo yped, s uden s we e able o iden i y he di e ences be ween cul u es.
Ne e heless, s uden s e ealed ha hei a ou i e Po uguese b eak as was a
mul icul u al meal, as i con ained many ood i ems impo ed om o he coun ies (like
pancakes, ce eal, c oissan s, ied eggs, e c.).
The da a collec ed h ough he analysis o he in e cul u al sel -assessmen
wo kshee showed ha wha s uden s no iced mos was he simila i ies and di e ences
be ween ea ing habi s, alphabe s and people. A eas such as he loca ion o o he
coun ies, hei languages and hei people a e he e o e a eas which should be u he
explo ed in he young lea ne class oom as hese we e no as ele an o s uden s as he
p e ious ones.
S uden s we e con on ed wi h mo al alues h oughou he cha ac e s’ ac ions,
p o ing ha child en can lea n concep s o Ci izenship Educa ion when hey ela e o
he si ua ions in he na a i es. The di e en endings s uden s chose o he s o ies
showed hei decisions we e ela ed o iendship and poli eness. Thei posi i e a i udes
27
owa ds he cha ac e s’ new ac ions, e ealed hei lea ning o he s o ies’ mo al alues.
Al hough he ime o explo e hese concep s in a mo e ho ough way was insu icien ,
he s o ies allowed he eache o in oduce mo als, ules and e hics in he class oom.
Las bu no leas , his expe ience wi h s o ies enabled s uden s o explo e he
di e ences and simila i ies hey we e exposed o and allowed hem o make hei own
in e p e a ions. S o y elling allowed child en o lea n abou o he eali ies and his could
help igge he open-mindedness hey need o he u u e. Wi hou doub all ha has
been s a ed p o es ha olk ales can be an e ec i e way o lea n mo al alues and aise
in e cul u al awa eness, when used o explo e hese concep s.
This esea ch p ojec should be unde s ood as he s a ing poin o new esea ch
in he a eas in ol ed. O he s s o ies could be used o explo e impo an concep s o
c ea e a mo e ole an wo ld. In he same way, s o y elling could be a means o disco e
o he cul u al habi s o de elop s uden s’ in e es and open hei ho izons. This could
p o ide young lea ne s wi h knowledge abou his wo ld we li e in. I migh be
in e es ing o con inue esea ching he alue o s o ies o de elop e en mo e hema ic
a eas.
Gi en ha cou sebooks ha e s o ies and some e en con ain a li e acy pack,
esea ch o imp o e hem should be ca ied ou . Imp o ing he quali y o ac i i ies
linked o s o ies could be an in e es ing a ea o esea ch in he u u e. The cou sebooks
a e closely connec ed wi h eaching and he e o e connec ed wi h eache s. This
connec ion should be a d i ing o ce o se up such a esea ch. As eache s and ci izens
i is ou esponsibili y o de elop he in e cul u al dimension and implemen ci izenship
p ac ices wi h young lea ne s, so why no do i wi h wha is in ou each, elling s o ies
in ou classes.
Th oughou his p ojec I gained a new unde s anding o my eaching skills and
o mysel as a eache . I lea ned ha al hough s uden s enjoy lis ening o s o ies, he
ac i i ies linked o hem mus be meaning ul. O he wise, hese will no be e ec i e o
achie e he goals. I ealised ha elling a s o y was a e y in e es ing and esou ce ul
ool o lea n mo al alues and aise in e cul u al awa eness. Howe e , I el I needed o
imp o e my skills o keep he s uden s in e es ed and a en i e. I did no use any
s o ybook, and he e o e I ealised ha wi h app op ia e appealing images I could
success ully ell a s o y. The s o ybooks a e e y impo an o ell s o ies and I was able
o ell he s o ies wi hou hem, bu I el he s uden s we e expec ing a book, no jus
28
images displayed on he boa d. I el as well he need o a s o y co ne in he class oom,
since s uden s would ha e been mo e in ol ed in he s o y elling. I unde s ood ha
young lea ne s in gene al like s o ies, so, I el ha his esea ch was e y impo an and
ha h ough s o ies my s uden s and I became mo e awa e ha lea ning is wha is mo e
impo an in he class oom.
29
LIST OF REFERENCES
Ab eu, C. R., & Es e es, V. R. (2016). Le ’s ock! 4 Inglês 4.º ano. Po o: Po o Edi o a.
Aguia , T. F. N. (2015). Na ação de his ó ias na educação de alo es na Educação
P é-escola e no 1.º Ciclo do Ensino Básico. Re ie ed om
h p://hdl.handle.ne /10400.3/3536
Andeno o, A. C., Popa, A. B., Ble sche , C. G. & Albe , J. (2012). S o y elling as a
ehicle o sel : awa eness: es ablishing a ounda ion o in e cul u al
compe ency de elopmen . Jou nal o Leade ship S udies, 6 (2), 102-109.
doi:10.1002/jls.21239
Bland, J. (2015). O al s o y elling in he p ima y English class oom. In J. Bland (Ed.)
Teaching English o Young Lea ne s – C i ical Issues in Language Teaching
wi h 3 – 12 Yea Olds (pp. 183 – 198). London: Bloomsbu y.
Bu ns, A. (2009). Doing ac ion esea ch in English language eaching – a guide o
p ac ione s. New Yo k and London: Taylo & F ancis.
By am, M., & Masuha a, H. (2013). In e cul u al compe ence. In B. Tomlinson (Ed.)
Applied Linguis ics and Ma e ials De elopmen (pp. 143-159). London:
Bloomsbu y.
C a o, A., B a o, C., & Dua e, E. (2014). Me as Cu icula es de Inglês Ensino Básico:
1.º Ciclo. Lisboa: Minis é io da Educação e Ciência.
D iscoll, P., & Simpson, H. (2015). De eloping in e cul u al unde s anding in p ima y
schools. In J. Bland (Ed.) Teaching English o Young Lea ne s – C i ical
Issues in Language Teaching wi h 3 – 12 Yea Olds (pp. 167 – 182). London:
Bloomsbu y.
Ellis, G. & B ews e , J. (2014). Tell i Again! The New S o y elling Handbook o
P ima y Teache s. Re ie ed om
h p://www. eachingenglish.o g.uk/si es/ eacheng/ iles/D467_S o y elling_han
dbook_FINAL_web.pd
Ha ecke , G. (2012, Ma ch). Teaching Values a School: a Way o Reach a Be e
Unde s anding in Ou Wo ld. Pape p esen ed a he mee ing o he New
Pe spec i e in Science Educa ion con e ence, I aly. Re ie ed om:

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h p://con e ence.pixel-online.ne /science/common/download/Pape _pd /325-
IBL26-FP-Ha ecke -NPSE2012.pd
Logioio, A. J. (2010). Raising in e cul u al awa eness a p ima y le el h ough
s o y elling wi hin a CLIL app oach. Re ie ed om RUN:
h p://hdl.handle.ne /10362/5699
Mou ão, S. (2009). Using s o ies in he p ima y class oom. In L. Denham & N. Figue as
(Eds.) B i Li : Using Li e a u e in EFL Class ooms (pp. 17-26). Ba celona:
APAC.
Phillips, L. G. (2010). Social jus ice s o y elling and young child en’s ac i e ci izenship.
Discou se: S udies in he Cul u al Poli ics o Educa ion, 31 (3), 363-376. doi:
10.1080/01596301003786993
Phillips, L. G. (2012). Re ibu ion and ebellion: child en’s meaning making o jus ice
h ough s o y elling. In e na ional Jou nal o Ea ly Childhood, 44(2), 141–
156. doi 10.1007/s13158-012-0053-2
Pin e , A. (2006). Resea ch in he P ima y English Class oom. In A. Pin e (Ed.).
Teaching Young Language Lea ne s (pp. 143- 153). Ox o d: Ox o d
Uni e si y P ess.
Sil a, J., Cos a, V., & Leslie, C. (2015). S a ! Inglês 3.º ano. Vila No a de Gaia:
Gaili o.
UNESCO (2010). Ci izenship educa ion o he 21
s
cen u y. Teaching and Lea ning o
a Sus ainable Fu u e - a Mul imedia Teache Educa ion P og amme.
.Re ie ed om
h p://www.unesco.o g/educa ion/ ls /mods/ heme_b/in e ac /mod07 ask03/app
endix.h m
UNESCO (2013). In e cul u al Compe ences – Concep ual and Ope a ional F amewo k.
Pa is: UNESCO. Re ie ed om
h p://unesdoc.unesco.o g/images/0021/002197/219768e.pd
31
LIST OF FIGURES
Figu e 1 – S uden s’ eading p e e ences and habi s exp essed as numbe s o s uden s
........................................................................................................................................ 12
Figu e 2 – S uden s’ pas eading expe iences exp essed as numbe s o s uden s
........................................................................................................................................ 13
Figu e 3 – S uden s’ eelings owa ds s o ies exp essed as numbe s o s uden s .......... 13
Figu e 4 – Geog aphic loca ion and b eak as s in Indonesia exp essed as pe cen ages .15
Figu e 5 – Geog aphic loca ion and b eak as s in Po ugal exp essed as pe cen ages .. 16
Figu e 6 –
Resea ch on Ci izenship Educa ion in he Indonesian s o y, ga he ed h ough
ques ionnai e and open class in e iew, exp essed as numbe s o s uden s ....
........................ 17
Figu e 7 –
Resea ch on Ci izenship Educa ion in he Russian s o y, ga he ed h ough
ques ionnai e and open class in e iew, exp essed as numbe s o s uden s
............................ 20
Figu e 8 – Answe s on geog aphic loca ion o Russia exp essed as pe cen ages ......... 21
Figu e 9 – In e cul u al sel -assessmen wo kshee esul s exp essed as numbe s o
s uden s .......................................................................................................................... 23
32
LIST OF TABLES
Table 1 – S uden s’ in e p e a ion o Po uguese b eak as s exp essed as numbe s o
answe s .......................................................................................................................... 17
i
APPENDIX A – STAGES OF THE PROJECT AND RESEARCH TOOLS
S ages Tool Aiming o disco e s uden s’...
P e-s o y elling Ques ionnai e (B) ... eading habi s and p e e ences.
Open Class In e iew
(C)
... pas eadings expe iences in class.
Fi s pa Telling an Indonesian Folk ale – Too- oo-moo and he Gian (J).
Final pa Telling an Indonesian Folk ale – Too- oo-moo and he Gian (J).
Pos -Indonesian S o y elling Open Class In e iew
(C)
... knowledge o s o ies om o he coun ies.
Ques ionnai e (D) ... knowledge o he loca ion o Indonesia.
Open Class In e iew
(C)
... awa eness o adi ional Indonesian b eak as s
p esen ed in he s o y.
Geog aphy and Cul u e lesson
– Indonesian olk ale
•
Coun ies loca ion and hei adi ional b eak as s se ed o ou is s (L) –
Indonesia and Po ugal.
Pos -Geog aphy and Cul u e
lesson – Indonesian olk ale
Ques ionnai e (E) ... lea ning p og ess ega ding hei knowledge o
he loca ion o Indonesia as well as ce ain ood
habi s.
... awa eness o loca ion o Po ugal and his
coun y’s adi ional b eak as s.
Show and ell p ojec
(M) Homewo k
... p e e ences ega ding b eak as s a ound he
wo ld.
Ques ionnai e (F)
Homewo k
... inpu ega ding cha ac e s’ beha iou , in o de o
ela e i o ci izenship educa ion.
Whole s o y Telling a Russian Folk ale – The Twel e Mon hs (N).
Pos -Russian S o y elling Ques ionnai e (G) ... inpu ega ding cha ac e s’ beha iou , in o de o
ela e i o ci izenship educa ion.
Ques ionnai e (H) ... knowledge o he loca ion o Russia.
Geog aphy And Cul u e
Lesson – Russian olk ale
•
Coun y’s loca ion and i s alphabe con as ing i wi h he La in alphabe
(P).
• S ips o pape wi h hei name w i en using he Russian alphabe (Q).
Pos -Geog aphy and Cul u e
lesson – Russian olk ale
S uden sel -assessmen
(I) Homewo k
... e lec ion on hei in e cul u al expe ience.
Open Class In e iew
(C)
... lea ning p og ess ega ding hei knowledge o
he loca ion o Russia.
... lea ning p og ess ega ding bo h olk ales
cha ac e s’ beha iou , ela ing i o ci izenship
educa ion.
Second Cul u e lesson –
Russian olk ale
•
Lis ening o di e en ways o saying Me y Ch is mas wo ldwide.
• Di e en ways o w i ing and alphabe s a ound he wo ld.
• S ips o pape wi h Me y Ch is mas w i en in di e se languages (R) o
be copied o he pape baubles, s a s, bells o hang on a Ch is mas T ee.
• Ch is mas T ee (R) wi h he message w i en in di e en languages
(Po uguese, English, Indonesian and Russian languages, among o he s).
iii
APPENDIX H – LOCATION OF RUSSIA
Name ________________________________________________ Da e ____/____/_________
…………………………………………………………………………………………………………………………………………………..
QUESTIONNAIRE – O he Coun ies (Ou os Países)
Russia
 Tick (

) he one you choose (Coloca um ce o (

) na ua escolha):
Whe e’s Russia? (Onde ica a Rússia?)
Con inen s
(Con inen es)
:
Eu ope and Asia
(Eu opa e Asia)

Oceania and Asia
(Oceânia e Asia)

A ica and Asia
(Á ica e Ásia)

Coun ies nea by
(Países izinhos)
: Finland
(Finlândia)

B azil
(B asil)

China
(China)

India
(Índia)

------------------------------------------------------------------------------------------------------------------------------

ix
APPENDIX I – STUDENT SELF-ASSESSMENT ON INTERCULTURAL
MATTERS
Name ____________________________________ Da e _____/_____/____________
……………………………………….…………………………………………………………..
SELF-ASSESSMENT
Colou he glasses o wa e i ...
Colou he glasses o wa e i ...Colou he glasses o wa e i ...
Colou he glasses o wa e i ...
(Pin a os copos de água se…)
(Pin a os copos de água se…)(Pin a os copos de água se…)
(Pin a os copos de água se…)
... a li le
... a li le... a li le
... a li le
(... um pouco)
... some
... some... some
... some
(... alguma
coisa)
... a lo
... a lo ... a lo
... a lo
(... mui o)
I can say he names o se e al di e en
coun ies and hei languages...
(Eu sei dize os nomes de á ios países e as suas
Línguas…)
I can ell whe e some o hese coun ies
a e loca ed on a map...
(Eu sei localiza alguns desses países num mapa…)
I ha e lis ened o olk ales om o he
coun ies and lea ned abou hei
people...
(Eu ou i con a lendas de ou os países e ap endi
sob e as suas gen es…)
I ha e compa ed adi ional ood o o he
coun ies wi h hose o Po ugal and I can
name some simila i ies and di e ences...
(Eu compa ei comida adicional de ou os países
com a de Po ugal e consigo nomea semelhanças
e di e enças…)
I ha e lis ened o o he coun ies
alphabe s and I ha e been able o iden i y
i s o igin...
(Eu ou i os al abe os de ou os países e ui capaz
de iden i ica a sua o igem…)
S o ies o olk ales ha e helped me lea n
abou people om o he coun ies...
(As his ó ias ou lendas ajuda am-me a ap ende
coisas sob e os po os de ou os países…)
x
I am cu ious o know abou people ha
a e di e en om me and I wonde how
hey would see me and wha hey would
hink o me...
(Eu es ou cu ioso/a pa a ap ende sob e po os que
são di e en es de mim e pe gun o-me como me
e iam e o que pensa iam de mim…)
I can name wo hings ha I’ e lea ned o ound cu ious abou he Indonesian
cul u e h ough he olk ale “Too- oo-moo and he Gian ”...
(Eu consigo escolhe duas coisas que ap endi ou achei in e essan e sob e a cul u a Indonésia a a és
da lenda “Too- oo-moo and he Gian ”…)
____________________________________________________________.
I can name wo hings ha I’ e lea ned o ound cu ious abou he Russian cul u e
h ough he olk ale “The Twel e Mon hs”...
(Eu consigo escolhe duas coisas que ap endi ou achei in e essan e sob e a cul u a Russa a a és da
lenda “The Twel e Mon hs”…)
____________________________________________________________.
xi
APPENDIX J – INDONESIAN FOLKTALE
Too- oo-moo and he
Gian
An Indonesian Folk ale
Once upon a ime on he island o Ja a he e was a li le gi l named Too- oo-
moo. She li ed wi h he Mum in a li le house in he o es .
Each mo ning, when she woke up she as ened he hai in a kno wi h he long
hai pin. Mum cooked a small bowl o plain ice and sha ed i wi h he o b eak as . She
also cooked a huge bowl o po idge, bu no e en he inies bi o po idge was o
Too- oo-moo and he Mum. I was all o a e ible Gian ha came e e y day.
“Can I ha e some po idge Mum? I’ m hung y!” asked Too- oo-moo.
Mum answe ed, “No, Too- oo-moo. I make po idge o he gian e e y
mo ning. He ge s ang y i he e is no po idge!”
As soon as he Mum le o he ma ke , she hea d he gian ’s oo s eps.
BOOM! BOOM! BOOM!
Too- oo-moo placed he bowl o po idge ou side on he doo s ep.
The Gian s amped up o he house and asked, “Whe e is my PORRIDGE?”
“In he bowl!” said Too- oo-moo embling.
“Yum. Yum!” said he Gian as he swallowed he po idge in one big gulp. He
h ew down he bowl and s amped back o he o es .
This happened e e y day and he e was ne e enough o hem, hey we e
s a ing.
On he ou h mo ning, Too- oo-moo go up, as ened he hai wi h he long
hai pin and helped Mum. Then Mum cooked he po idge o he Gian and le o he
ma ke and wa ned he “Look a e he po idge. Gi e i o he gian when he comes!”
Too- oo-moo answe ed “OK” bu he swee smell o he po idge illed he li le
house, she was so hung y, she couldn’ s and i . “I’m so hung y! Le me as e he
po idge.” she mu e ed.
She a e one spoon ul and hough “Mmm… I wan a li le bi mo e!” She was
oo hung y o s op.
Then she hea d he Gian ’s oo s eps. BOOM! BOOM! BOOM!
“Whe e’s my PORRIDGE?” asked he Gian .
“He e i is. In he bowl!” answe ed Too- oo-moo embling.
“This bowl is no ull! G …” oa ed he Gian .
He h ew i down and called, “Too
Too- oo-
moo did no answe .
W
i h one blow o his is he gian knocked down he doo . He eached in his
long a m and el all a ound o ind Too
Too- oo-
moo c ied and shook wi h ea . Then she emembe ed he long
hai pin. Quickly she pulled i om h
s uck i in o he Gian ’s a m. She s uck he Gian again and again.
“OW… OOOW!” howled he Gian . The oa ing Gian aced h ough he
woods, mad wi h pain.
F om ha ime on, Too
single day. “Now we can ea po idge e e y day!” announced he Mum.
“Yes. The Gian is a away!” said Too
bo he hem.
“This bowl is no ull! G …” oa ed he Gian .
He h ew i down and called, “Too
- oo-moo, whe e a e you?”
moo did no answe .
i h one blow o his is he gian knocked down he doo . He eached in his
long a m and el all a ound o ind Too
- oo-
moo. “Come he e, I’m hung y!”
moo c ied and shook wi h ea . Then she emembe ed he long
hai pin. Quickly she pulled i om h
e hai and wi h bo h hands and all he s eng h; she
s uck i in o he Gian ’s a m. She s uck he Gian again and again.
“OW… OOOW!” howled he Gian . The oa ing Gian aced h ough he
F om ha ime on, Too
- oo-moo and he Mum had
po idge o b eak as e e y
single day. “Now we can ea po idge e e y day!” announced he Mum.
“Yes. The Gian is a away!” said Too
- oo-
moo. The e was no mo e Gian o
THE END
xii
i h one blow o his is he gian knocked down he doo . He eached in his
moo. “Come he e, I’m hung y!”
moo c ied and shook wi h ea . Then she emembe ed he long
e hai and wi h bo h hands and all he s eng h; she
“OW… OOOW!” howled he Gian . The oa ing Gian aced h ough he
po idge o b eak as e e y
single day. “Now we can ea po idge e e y day!” announced he Mum.
moo. The e was no mo e Gian o
xiii
APPENDIX K – INDONESIAN AND PORTUGUESE BREAKFASTS

xi
APPENDIX L – SHOW AND TELL PROJECT ON FAVOURITE BREAKFASTS
B eak as s A ound he Wo ld
B eak as s A ound he Wo ldB eak as s A ound he Wo ld
B eak as s A ound he Wo ld
Hello! I’m ………………………………………………………………………………………
(Name)
Today I’m going o alk abou my a ou i e b eak as …
My a ou i e is he  Po uguese b eak as .
 Indonesian b eak as .
 ………………..…… b eak as .
x
APPENDIX M – RUSSIAN FOLKTALE
The Twel e Mon hs
A Russian Folk ale
Once upon a ime, he e was a Poo O phan Gi l who li ed wi h he S epmo he and
S epsis e .
One day in Win e , he S epmo he yelled “Lis en, go and ind some ood.”
“Wha ime is i ?” asked he Poo O phan Gi l.
“I ’s hal pas se en?” answe ed he S epmo he .
“Bu , wha ’s he wea he like oday?” asked he Gi l.
“I ’s snowy.” answe ed he S epsis e c uelly.
“I ’s cold ou side!” said he Poo O phan Gi l weeping.
He S epmo he and he S epsis e pushed he ou side and shu he doo upon he .
The weeping Gi l made he way o he moun ain, ac oss he deep snow. Long she
walked up and down and los he sel in he wood.
“I’m hung y and cold. Whe e can I ind ood?” she spoke.
All o a sudden, she saw a ligh in he dis ance, and climbed owa d i ill she eached
he op o he moun ain. The e bu ned a la ge i e, su ounded by wel e s ange s. They we e
he Twel e Mon hs o he Yea .
A i s she was a aid, bu a e a while he cou age e u ned, and d awing nea , she
said “Hello!”
Janua y aised he head and answe ed “Hello! Come he e. I ’s wa m by he i e.”
“We a e Decembe , Janua y and Feb ua y. Do you like Win e ?” asked Janua y.
“Oh yes, I do! I lo e snow!” eplied he Gi l.
Nex , Ma ch said: “We a e Ma ch, Ap il and May. Do you like Sp ing?”
“Oh yes, I do! I lo e lowe s! I lo e baby bi ds!” said he Poo O phan Gi l.
A e ha , June said “We a e June, July and Augus . Do you like Summe ?”
“Oh yes, I do! I lo e he sun! I lo e esh ui !” said she.
Then, Sep embe said “We a e Sep embe , Oc obe and No embe . Do you like
Au umn?”
“Oh yes, I do! I lo e he au umn lea es! I lo e he colou s o he au umn!” said she,
d awing nea .
“Take his, my child!” said Sep embe handing ou a ood baske o he .
“Thank you!” said she hanking he Mon hs, as she an happily home.
La e in he house, he S epsis e and he S epmo he whe e so su p ised hey said
“Wha ?”
“Look wha I’ e go !” said he Gi l.
They did no e en hank he o he ouble she had aken.
The S epmo he , hoping o ge mo e ood u ned o
go and ge some ood!”
“Wha ime is i ?
” asked he S epsis e .
“I ’s nine o’clock.”
answe ed he Poo O phan Gi l. “I ’s la e.” she added.
La e , in he o es he S epsis e los he sel and wande ed up and down. A e a while
she saw a ligh abo e he , and, ollowing i , she eached he moun ain
Again, he e was a i e and he Twel
hesi a ed. Then she came nea e and wa med he hands. She did no ask pe mission, no did
she speak one poli e wo d. The Twel e Mon hs in oduced hemsel es and made he he same
ques ions hey made be o e.
“I ha e Win e ,
Sp ing
she eplied, u ning he back on he i e, and ca ying he baske hey handed he , she wen
home.
A home, he o phan Gi l’s S epmo he wonde ed ang ily, looking a he baske ull o
s ones and s icks, “Wha ? Wha ’s ha ?”
The S epmo he , hoping o ge mo e ood u ned o
he own child and said “Now, you
” asked he S epsis e .
answe ed he Poo O phan Gi l. “I ’s la e.” she added.
La e , in he o es he S epsis e los he sel and wande ed up and down. A e a while
she saw a ligh abo e he , and, ollowing i , she eached he moun ain
- op.
Again, he e was a i e and he Twel
e Mon hs. A i s she was igh ened and
hesi a ed. Then she came nea e and wa med he hands. She did no ask pe mission, no did
she speak one poli e wo d. The Twel e Mon hs in oduced hemsel es and made he he same
Sp ing
and Summe . I ha e Au umn
, oo! Now gi e me some ood!”
she eplied, u ning he back on he i e, and ca ying he baske hey handed he , she wen
A home, he o phan Gi l’s S epmo he wonde ed ang ily, looking a he baske ull o
s ones and s icks, “Wha ? Wha ’s ha ?”
THE END
x i
he own child and said “Now, you
answe ed he Poo O phan Gi l. “I ’s la e.” she added.
La e , in he o es he S epsis e los he sel and wande ed up and down. A e a while
e Mon hs. A i s she was igh ened and
hesi a ed. Then she came nea e and wa med he hands. She did no ask pe mission, no did
she speak one poli e wo d. The Twel e Mon hs in oduced hemsel es and made he he same
, oo! Now gi e me some ood!”
she eplied, u ning he back on he i e, and ca ying he baske hey handed he , she wen
A home, he o phan Gi l’s S epmo he wonde ed ang ily, looking a he baske ull o
APPENDIX N –
RUSSIAN VS. LATIN ALPHABET
RUSSIAN VS. LATIN ALPHABET
FLASHCARDS
x ii
FLASHCARDS