The Pathways for “Cross-Cultural Initiation” in Primary School English Teaching: Designing Cultural Perception Activities Based on Picture Books and Nursery Rhymes

Abstract

Against the backdrop of educational globalization, crosscultural initiation in primary school English teaching has emerged as a crucial component for cultivating students’ intercultural communicative competence. It facilitates learners’ exposure to and understanding of diverse cultures from an early age, laying a foundation for cross-cultural communication and interaction. Picture books and nursery rhymes, characterized by simple language, rich illustrations and profound cultural connotations, have become unique teaching tools for cross-cultural initiation, rendering abstract cultural knowledge more accessible to primary school students. This study employs literature analysis and case analysis methods to explore the application pathways of picture books and nursery rhymes in cross-cultural initiation. The research findings indicate that picture books can facilitate cross-cultural initiation through pre-class cultural exploration, in-class cultural interpretation and post-class cultural extension. The cross-cultural initiation of nursery rhymes is primarily facilitated through three stages: pre-class cultural interpretation, in-class cultural immersion and post-class application. Both picture books and nursery rhymes have been shown to enhance the effectiveness of cross-cultural initiation in primary school English education.