Picturebooks in instructed foreign language learning contexts

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter begins with a short general section on English language education in instructional contexts and a discussion around the language - literature divide within English language teaching. This follows with a focus on the picturebook and an overview of how it has been incorporated into instructional contexts since the nineties. The main part of the chapter will provide an overview of the research on using the picturebook in language learning contexts and examines the underlying theories behind including picturebooks in English language teaching. The titles considered in publications for teachers as well as the different reasons teachers choose to include picturebooks in their planning are analysed with a view to demonstrating the emerging trends which move from a focus on the the written word and its topical content to a more general appreciation of the picturebook as an object in itself and valuing learners’ responses. The chapter concludes by highlighting the relevance of teacher education to in this very specific context.

Original languageEnglish
Title of host publicationThe Edinburgh Companion to Children’s Literature
EditorsClémentine Beauvais, Maria Nikolajeva
Place of PublicationEdinburgh
PublisherEdinburgh University Press
Chapter19
Pages245-264
Number of pages19
ISBN (Electronic)9781474414647
ISBN (Print)9781474414630
Publication statusPublished - Oct 2017

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    Mourão, S. J. (2017). Picturebooks in instructed foreign language learning contexts. In C. Beauvais, & M. Nikolajeva (Eds.), The Edinburgh Companion to Children’s Literature (pp. 245-264). Edinburgh: Edinburgh University Press.