Volume 9 | Issue 1 | May 2021

Editorial – Janice Bland

Contents & Editorial: Reading Books Underpins Digital Literacy Skills
Editorial – Janice Bland
In the editorial, Janice Bland comments on the OECD 2021 publication, 21st-Century Readers: Developing Literacy Skills in a Digital World, the connections between book reading and digital literacy and the ramifications for language education and children’s literature pedagogy. read more

Introduced by – David Valente

Recommended Reads:
Environmental Children’s Literature – A Catalyst for Taking Action
Introduced by – David Valente
Bryon, Nathan & Adeola, Dapo (2020) Clean Up!
Macfarlane, Robert & Morris, Jackie (2017) The Lost Words: A Spell Book
Lerwill, Ben (2020) Climate Rebels
Morpurgo, Michael (2020) The Puffin Keeper read more

Article 1 – Luisa Alfes et al.

With the paper Benefits and Challenges of Teaching Young Adult Dystopian Fiction, Alfes Guttke, Lipari & Wilden discuss the enormous potential of dystopian young adult fiction for foreign language learning and present findings of an interview study investigating secondary teachers’ experiences with teaching dystopian narratives in German schools. read more

Article 2 – Chaehyun Lee

The context of this study is a Korean heritage language school classroom in the United States. With Exploring Multicultural Picturebooks in a Heritage Language Classroom, Chaehyun Lee explores using multicultural literature with a class in the third grade. The findings of her study have implications particularly for educators of culturally and linguistically diverse children. read more

Article 3 – Emilia Luukka

Emilia Luukka’s paper reports on Finnish coursebook authors’ perspectives and how they see literature in ELT – as contributing to students’ intercultural competence, their affective engagement, broadening their perspectives and developing their cognitive capacities. read more

Reviewed by – Jessica Allen Hanssen

Jessica Allen Hanssen reviews Using Graphic Novels in the English Language Arts Classroom by William Boerman-Cornell and Jung Kim (2020) and highlights the relevance of the book for English language classrooms to support language learning and interdisciplinary aims. read more