Response during picturebook read alouds in English as a foreign language

Research output: Contribution to journalConference article

Abstract

This paper begins by discussing the picturebook and its picture-word dynamic followed by response to picturebooks and its relevance to teachers who want to (re)consider picturebooks in a foreign language classroom. A theory of literary understanding is suggested, as a way to support foreign language teachers to interpret 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 using the children’s linguistic repertoire, through both the pictures and the words.

Keywords: pre-primary, foreign language education, picturebooks, reader response, authentic responses
Original languageEnglish
Pages (from-to)58-76
Number of pages18
JournalTeanga - Journal of the Irish Association of Applied Linguistics
Volume26
Issue number1
Publication statusPublished - 6 Mar 2019
EventMultilingual Childhoods 2017 : Multilingualism in the Early Years - Dublin Institute of Technology, Dublin, Ireland
Duration: 18 May 201719 May 2017

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experience

Cite this

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title = "Response during picturebook read alouds in English as a foreign language",
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author = "Sandie Mour{\~a}o",
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Response during picturebook read alouds in English as a foreign language. / Mourão, Sandie.

In: Teanga - Journal of the Irish Association of Applied Linguistics , Vol. 26, No. 1, 06.03.2019, p. 58-76.

Research output: Contribution to journalConference article

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AB - This paper begins by discussing the picturebook and its picture-word dynamic followed by response to picturebooks and its relevance to teachers who want to (re)consider picturebooks in a foreign language classroom. A theory of literary understanding is suggested, as a way to support foreign language teachers to interpret 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 using the children’s linguistic repertoire, through both the pictures and the words. Keywords: pre-primary, foreign language education, picturebooks, reader response, authentic responses

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