Volume 4 | Issue 1 | May 2016

Contents & Editorial

Download PDF   Editorial – Janice Bland and Sandie Mourão ii What’s in a Name? Assimilation Ideology in Picturebooks  – Grit Alter 1 Picturebooks in the Primary EFL Classroom: Authentic … read more

Article 1 – Assimilation Ideology in Picturebooks

This paper examines the implementation of assimilation ideology in picturebooks. Texts such as My Name is Yoon (Recorvits & Swiatkowska, 2003) and The Name Jar (Choi, 2001) present two Korean girls’ arrival in a new school environment that has difficulty pronouncing their names. Consequently, they demand substituting the Korean spelling with English spelling and changing the name to an American one. The analysis reveals that although the picturebooks may offer real-life experiences of immigrant children, the protagonists respond in different ways to their name changes. A critical reading of these picturebooks allows readers to identify an assimilationist ideology. The paper will conclude that investigating this highly topical subject has the potential to address related educational issues in innovative ways, and students of different age groups can critically reflect on the texts, their sociopolitical dimension and develop their critical literacy. read more

Article 2 – Authentic Literature for an Authentic Response

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. read more

Article 3 – A Bilingual Experience in the Primary EFL Classroom

The book Azzi in Between (Garland, 2012) provides the opportunity for presenting information on and encouraging understanding of the life of refugees and asylum seekers in the EFL classroom, despite being a challenging picturebook in linguistic terms for young foreign language learners. This paper describes how the content of the book was made accessible to a group of children aged 8 and 9 in Germany through a series of activities which relied upon the support of the classroom teacher to prepare and consolidate activities, thus using both English and German to help children understand and discuss the issues of refugee and asylum seekers. read more

Recommended Venue – Seven Stories Newcastle

Seven Stories – The National Centre for Children’s Books Anthony Pavlik Download PDF The chatter of excited young children and serious academic scholarship are two things one would not normally associate … read more

Book Review

  Masayiki Teranishi, Yoshifumi Saito and Katie Wales (Eds) Literature and Language Learning in the EFL Classroom London: Palgrave Macmillan, 2015, 329 pp. ISBN: 978-1137443656 Download PDF Reviewer: Chris Lima   Although … read more