Description
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.| Period | 27 Nov 2019 |
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| Event title | Multilingualism in early childhood: Final conference of the project “Developing Multilingual Pedagogies in Early Childhood” |
| Event type | Conference |
| Conference number | 1 |
| Location | Luxembourg, LuxembourgShow on map |
| Degree of Recognition | International |