Article In:
Language Teaching for Young Learners: Online-First Articles“It’s a teacher’s dream to have something this engaging”
English picturebook read-alouds in upper primary school
Scholars in the field of primary English teaching advocate the use of authentic picturebooks, for reasons related to language development and more holistic goals of primary education. Picturebook read-alouds facilitate joint meaning-making and interactions around interesting content that motivate young learners to learn about themselves and others. Nevertheless, picturebooks are rarely used in early English instruction. To address this discrepancy, the current study illuminates the perspectives of primary teachers of English and their experiences of picturebook read-alouds. Three teachers, who were not used to working with authentic multimodal narratives in class, chose two titles each to use with their respective groups in school year 5 in Sweden, with learners aged 11/12. Interviews were conducted after each read-aloud. Findings reveal that the teachers were positive about the potential of picturebook read-alouds, and the analysis generated four categories illustrating these benefits: (1) learner engagement and motivation, (2) authenticity, (3) catering to various needs in mixed-ability groups, and (4) target language learning and use. Issues related to classroom management and control were also addressed. The findings offer valuable insight into the potential of picturebook read-alouds, and carry implications for the advancement of pedagogy in early language education.
Keywords: picturebooks, picturebook read-alouds, classroom interaction, English for young learners, authentic materials
Article outline
- 1.Introduction
- 2.Background
- 2.1The potential of picturebooks in PELT
- 2.2Teacher perspectives on using picturebooks in PELT
- 2.3Teacher cognition
- 2.4The Swedish context
- 3.The study
- 3.1Aim
- 3.2Participants, materials, and context
- 3.3Data collection and analysis
- 4.Findings
- 4.1Initial hopes and concerns
- 4.2Engagement and motivation
- 4.3Authenticity
- 4.4Mixed-ability groups
- 4.5TL learning and use
- 4.6Teachers’ insights and advice
- 5.Discussion
- 6.Conclusion
-
References
This content is being prepared for publication; it may be subject to changes.
References (31)
Armstrong, P. B. (2020). Stories and the brain: The neuroscience of narrative. Johns Hopkins University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Birketveit, A. (2015). Picture books in EFL; vehicles of culture and visual literacy. Nordic Journal of Modern Language Methodology,
3
(1), 1–27. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bland, J. (2019). Learning through literature. In S. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 269–287). Routledge.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
(2022). Picturebooks that challenge the young English language learner. In Å. Ommundsen, G. Haaland, & B. Kümmerling-Meibauer (Eds.), Exploring challenging picturebooks in education: International perspectives on language and literature learning (pp. 122–142). Routledge.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
(2023). Compelling stories for English language learners: Creativity, interculturality and critical literacy. Bloomsbury Publishing.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly,
48
(4), 738–762. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
EF Education First. (2023). EF English proficiency index. Retrieved Feb 22, 2024, from [URL]
Ellis, G., & Mourão, S. (2021). Demystifying the read-aloud. English Teaching Professional,
36
1, 22–25.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fojkar, M. D., Skela, J., & Kovac, P. (2013). A study of the use of narratives in teaching English as a foreign language to young learners. English Language Teaching,
6
(6), p21.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fuchs, R., & Ross, K. (2022). ‘Then is the whale happy’: Student teachers trial picturebooks for differentiation opportunities in the primary English language classroom. Children’s Literature in Language Education,
10
(1), 74–93.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in teaching English to young learners. ELT Research Papers 11-01. British Council.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ghosn, I.-K. (2013). Storybridge to second language literacy: The theory, research, and practice of teaching English with children’s literature. Information Age Publishing Inc.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today,
24
(2), 105–112. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kaminski, A. (2013). From reading pictures to understanding a story in the foreign language. Children’s Literature in English Language Education,
1
(1), 19–38.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lagerwaard, H. D. (2023). Implementing agency-based approaches in upper-primary English language education. In D. Valente & D. Xerri (Eds.), Innovative practices in early English language education (pp. 37–55). Springer International Publishing.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Larssen, D., & Drew, I. (2015). The influence of a lesson study cycle on a 2nd grade EFL picture book-based teaching practice lesson in Norway. Nordic Journal of Modern Language Methodology,
3
(2), 92–105. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Littlejohn, A. (2023). Integrating language learning into education in the primary English classroom. In D. Valente & D. Xerri (Eds.), Innovative practices in early English language education (pp.15–36). Springer International Publishing.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mair, O. (2018). Teachers’ attitudes to using picturebooks in the L2 classroom. In F. Costa, C. Cucchi, O. Mair, & A. Murphy (Eds.), English for young learners from pre-school to lower secondary: A CLIL teacher training project in Italian schools (pp. 99–116). Universita Studiorum.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mourão, S. (2016). Picturebooks in the primary EFL classroom. Children’s Literature in Language Education Journal,
4
(1), 25–43.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
(2019). Response during picturebook read alouds in English as a foreign language. TEANGA, the Journal of the Irish Association for Applied Linguistics,
10
1, 58–76. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
PEPELT. (n.d.). Picturebooks in European Primary English Language Teaching. Retrieved Feb 22, 2024, from [URL]
Nilsson, M. (2023). Teachers’ Scaffolding Roles during Picturebook Read-Alouds in the Primary English Language Classroom. Children’s Literature in English Language Education,
11
(1), 43–67.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Skolverket [National Agency for Education]. (2022). Läroplan för grundskolan, förskoleklassen och fritidshemmet, Lgr22 [Curriculum for compulsory school, preschool class and school-age educare, Lgr22.] Retrieved Feb 22, 2024, from [URL]
Sun, C.-H. (2020). Using interactive picture-book read-alouds with middle school EFL students. English Language Teaching,
13
(7), 130–139. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)