Picturebooks in the Primary EFL Classroom: Authentic Literature for an Authentic Response

Research output: Contribution to journalArticle

6 Downloads (Pure)

Abstract

This article begins by discussing the term ‘picturebook’, followed by a definition which centres on the picture-word dynamic, the social and cultural implications of using picturebooks and an explanation of picturebook peritext. This is followed by a section that discusses response and its relevance to teachers who want to (re)consider picturebooks in an EFL classroom. A category of responses is then suggested as a way to support EFL teachers to understand their learners’ responses to picturebooks and help them recognize the relevance of response to the storytelling experience. The final section describes two picturebooks with concrete examples of the different ways picturebooks enable and promote authentic responses through both the pictures and the words.
Original languageEnglish
Pages (from-to)25-43
Number of pages18
JournalChildren’s Literature in language Education journal (CLELEjournal)
Volume4
Issue number1
Publication statusPublished - May 2016

Keywords

  • pre-primary
  • primary
  • foreign language
  • picturebooks
  • reader response
  • authentic responses

Fingerprint Dive into the research topics of 'Picturebooks in the Primary EFL Classroom: Authentic Literature for an Authentic Response'. Together they form a unique fingerprint.

  • Cite this