This chapter presents an empirical study, which introduced a wordless picturebook to Portuguese pre-primary children who were learning English in a context of low-exposure. It begins by defining what a wordless picturebook is, together with a brief overview of research into using wordless picturebooks in ELT. The context, data collection and analysis procedures are explained, and results and discussion highlight the children’s response to the picturebook with a focus on how they used their linguistic repertoire to make sense of the sequential images. This section also outlines some of the mediating challenges between the book, the language and the children. The chapter closes with my thoughts on the implications of using a wordless picturebook on such a challenging topic in a low exposure language learning context.
|Title of host publication||Exploring Challenging Picturebooks in Education|
|Subtitle of host publication||International Perspectives on Language and Literature Learning|
|Editors||Åse Marie Ommundsen, Gunnar Haaland, Bettina Kümmerling-Meibauer|
|Place of Publication||Abingdon|
|Number of pages||19|
|Publication status||Published - 30 Jun 2021|