Volume 4 | Issue 2 | November 2016

Article 1 – Picturebooks in Educating Teachers

There are three major aspects of studying picturebooks which are relevant for future FL teachers: familiarity with a range of picturebooks, theoretical considerations, and practical issues, such as evaluating picturebooks, understanding their potential in FL learning and an ability to design activities for young learners. To exemplify ways of addressing picturebooks in pre-service teacher education, this article shows how these aspects are covered in the study programme of primary English at the Faculty of Teacher Education in Zagreb, Croatia. The article concludes that an understanding of the theoretical and historical background to picturebooks empowers teachers to use them in their teaching practice in an efficient way. read more

Article 2 – Promoting ‘Learning’ Literacy

Picturebooks provide a rich and motivating resource to develop children’s early language learning. ‘Learning’ literacy is described as an ethos, a culture and a way of life and involves being ready to develop learning capacities and the behaviours individuals need, including being willing to learn continuously, as competencies essential to thriving in a globally connected, digitally driven world. The Important Book (Brown & Weisgard, 1949) is used as an example of how learning literacy can be integrated into primary English language pedagogy by applying the Plan, Do, Review model of reflection. read more

Article 3 – Picturebooks and Diversity

This paper considers ideological dimensions of language education, and the contribution picturebooks narrating diversity and illustrating minority perspectives can make to this important aspect of ELT. It is argued that both representation of language and representation of the world must be taken into consideration in diversity-sensitive, intercultural education, and that children’s literature offers this opportunity. Criteria for a selection of texts featuring children in minority and refugee situations are suggested. With reference to Byram’s five-stranded model of intercultural learning, it is suggested that elements of intercultural education can be elicited through stories – either illustrated and modelled by the protagonists themselves or recognised, through empathy, by the young language learners. read more

Article 4 – Finding Identity within Literature

The literacy experiences of Arab American youths are often overlooked in the US, and this paper examines the reading responses of one Arab 5 th grader as he struggles for agency in a classroom of majority culture fellow students. This study follows the book talk of a class dealing with a text about immigration. Though he often struggles to contribute his perspective, as an actual immigrant himself, he is sometimes ignored and frustrated. This paper looks at this issue through Fairclough (2001) and van Dijk’s (1985, 2001) critical discourse lens, examining the intersectionality of racial, gender, and power issues in the microcosm of the literature study group. read more

Book Review

Book Review of Maria Nikolajeva: Reading for Learning. Cognitive approaches to children’s literature read more

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