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ESL teachers’ views on using a visual literacy approach through children’s picturebooks for language development. In theory and in practice / Engelska som andraspråk lärares inställning till att använda ett visuellt litteracitet förhållningssätt genom bilderböcker för språkutveckling. I teori och i praktiken.

Teaching English as a second language is widely different depending on what teacher you ask and what methodology they use. The purpose for this study is to look deeper into the visual literacy approach of how primary school teachers choose to incorporate the use of children’s picturebooks in their own teaching practices for L2 acquisition and development. Through semi-structured interviews, the study gathered information with regard to how a visual literacy approach though the use of picturebooks is utilized in practice and in theory among primary school teachers. The results of the study revealed that the majority of the participating teachers are positive towards the use of picturebooks in the ESL classroom but differ in the way they choose to incorporate the visual literacy approach in their teaching. The results showed that the participating teachers are not using children’s picturebooks to the extent that they would like to in theory, due to reasons such as time restraints and inexperience. Finally, the results show that children’s picturebooks has positive implications for L2 development with regards to vocabulary and reading comprehension in the early years. Utilizing literature that pupils are familiar with in L1 further helps to engage in the use of their L2 for overall language development.

Identiferoai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-66830
Date January 2024
CreatorsWilke, Felix, Andersson, Emily
PublisherMalmö universitet, Fakulteten för lärande och samhälle (LS)
Source SetsDiVA Archive at Upsalla University
LanguageEnglish
Detected LanguageEnglish
TypeStudent thesis, info:eu-repo/semantics/bachelorThesis, text
Formatapplication/pdf
Rightsinfo:eu-repo/semantics/openAccess

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