Constructing Meaning in Interaction through Picture Books
Keywords:
classroom talk, meaning making, literacy, teacher’s beliefs
Abstract
This qualitative study describes and analyses young language learners’ spontaneous comments while sharing picture books during EFL sessions. It also explores teachers’ responses to learners’ comments, and considers reasons teachers may choose to ignore children’s talk in their first language (L1). Data were collected from young Hungarian learners (ages 5–12) and their teachers, through qualitative processes. The main findings give insights into the role of classroom talk in negotiating meaning in the foreign language and in developing literacy.Downloads
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References
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Schönbein (Eds.), Picture Books and Young Learners of English (pp. 35–48). München: Langenscheidt.
Bettelheim, B. (1991). The uses of Enchantment: The meaning and importance of fairy tales. Fourth edition. London: Penguin.
Blok, H. (1999). Reading to young children in educational settings: A meta-analysis of recent
research. Language Learning, 49(2), 343–371.
Brown, R. (1992). A Dark, Dark Tale. London: Random House.
Cummins, J. (1994). Knowledge, power, and identity in teaching English as a second language. In F. Genesee (Ed.), Educating Second Language Children: The whole child, the whole curriculum, the whole community (pp. 33–58). Cambridge: Cambridge University Press.
Donaldson, M. (1987). Children’s Minds. London: Fontana Press.
Durand, G. (1969). Les structures anthropologiques de l’imaginaire. Paris: Bordas.
French, F. (1986). Snow White in New York. Oxford: Oxford University Press.
Heath, S. B. (1992). Literacy skills or literate skills? Considerations for ESL/EFL learners. In D. Nunan (Ed.), Collaborative Language Learning and Teaching (pp. 40-57). Cambridge: Cambridge University Press.
Kerr, J. (1998). The Tiger Who Came to Tea. London: HarperCollins Publishers.
Mackey, A., & Gass, S. M. (2005). Second Language Research: Methodology and design. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
Marriott, S. (1998). Picture books and the moral imperative. In Evans, J. (Ed.), What’s in the Picture? Responding to illustrations in picture books (pp. 1–24). London: Paul Chapman Publishing Ltd.
Mercer, N., & Howe, Ch. (2012). Explaining the dialogic process of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12–21.
Munsch, R. N., & Martchenko, M. (1980). The Paper Bag Princess. Toronto: Annick Press Ltd.
Nikolov, M. (2002). Issues in English Language Education. Bern: Peter Lang.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge
University Press.
Oxford, R. (1990). Language Learning Strategies: What every teacher should know. NY: Newbury House.
Propp, V. (1970). Morphologie du conte. Paris: Seuil.
Sendak, M. (1963). Where the Wild Things Are. London: HarperCollins Ltd.
Stephens, J. (1992). Language and Ideology in Children’s Fiction. London: Longman.
Trivizas, E., & Oxenbury, H. (1995). The Three Little Wolves and the Big Bad Pig. London: Mammoth.
van Dam, J. (2002). Ritual, dance, and play in a first English lesson: Bootstrapping a classroom
culture. In C. Kramsch (Ed.), Language Acquisition and Language Socialization: Ecological
perspectives (pp. 237–265). London: Continuum.
Whitehead, M. (1995). Nonsense, rhyme and word play in young children. In R. Beard (Ed.), Rhyme, Reading and Writing (pp. 42–61). London: Hodder & Stoughton.
Zipes, J. (1983). Fairy Tales and the Art of Subversion: The classical genre for children and the process of civilization. New York: Routledge.
Zipes, J. (1997). Happily Ever After: Fairy tales, children, and the culture industry. New York:
Routledge.
Published
2012-09-30
How to Cite
Lugossy, R. (2012). Constructing Meaning in Interaction through Picture Books. Center for Educational Policy Studies Journal, 2(3), 97–117. https://doi.org/10.26529/cepsj.349
Section
FOCUS
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