This paper begins with a brief discussion around the picture-word dynamic in picturebooks followed by the presentation of a categorization of response to picture books adapted from a grounded theory of literary understanding. This categorisation recognises that children engage with a picturebook in a transactional sense and use their linguistic repertoire as a bridge to access a particular target language. This is especially relevant when the mediator values the picturebook as a compound object where both pictures and words afford opportunities for children’s interpretation. An approach to medi ation which actively recognises and acknowledges that response to picturebooks can be multi -faceted and multilingual, requires multiple mediation skills. Based on research into mediating picturebooks in a foreign language context this session will suggest how such an approach might be applicable in multilingual contexts.
27 Nov 2019
Multilingualism in early childhood: Final conference of the project “Developing Multilingual Pedagogies in Early Childhood”