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.
|Title of host publication||The Edinburgh Companion to Children’s Literature|
|Editors||Clémentine Beauvais, Maria Nikolajeva|
|Place of Publication||Edinburgh|
|Publisher||Edinburgh University Press|
|Number of pages||19|
|Publication status||Published - Oct 2017|
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.