A Scoping Review

UIDB/04097/2020 UIDP/04097/2020Picturebooks, if carefully selected, afford a unique experience in the language classroom, and are considered amongst the most valuable of resources for intercultural-related activities. This article reports on a scoping review which attempted to answer the question, ‘What is known from the existing literature about the effectiveness of picturebooks for intercultural learning in foreign language education?’ It presents a corpus of 19 documents, outlines the key issues and themes which emerged from a process of mapping the data and presents recommendations for continued investigation.publishersversionpublishe

Picturebooks and Reading Aloud in the Early English Language Classroom

UIDB/04097/2020 UIDP/04097/2020This chapter presents the vehicle for intercultural citizenship: the picturebook as aesthetic object. It then goes on to discuss the read-aloud and the role of mediation. Finally, it describes how picturebooks are integrated into the ICEPro Professional Development Course (ICEPro Course).publishersversionpublishe

London: Laurence King Publishing, 2020, pp. 200. ISBN 978-1-78627-573-8

UIDB/04097/2020 UIDP/04097/2020publishersversionpublishe

Review

UID/ELT/04097/2019 CEECIND/01822/2017publishersversionpublishe

Review

UID/ELT/04097/2019 CEECIND/01822/2017publishersversionpublishe

Editorial

UID/ELT/04097/2013publishersversionpublishe

Editorial

UID/ELT/04097/2013publishersversionpublishe

Creating materials for pedagogical action

UIDB/04097/2020 UIDP/04097/2020Picturebooks have long been positioned as vehicles to support teachers and their learners to explore compelling and challenging themes in early English language education and more recently to support the development of intercultural and citizenship education. This article reports on the materials development phase of a professional development course which formed part of an Erasmus+ project. Its main goal was to enable teacher-participants to confidently plan for, manage and assess intercultural citizenship education through picturebooks in early ELT and to successfully co-create a set of pedagogical materials. Based on a reflective practice approach, we highlight how the professional development course incorporated the applied science, craft and reflective model over two course iterations to support a collaborative picturebook-based materials writing process. An evaluation of the draft materials was undertaken to assess the strengths and weaknesses of teaching and learning sequences for intercultural awareness and citizenship, and to inform and shape two subsequent course iterations. We conclude this paper with reflections on how we addressed certain challenges that we encountered to support teacher-participants to craft materials around picturebooks for intercultural citizenship education.publishersversionpublishe

Editorial

UID/ELT/04097/2013publishersversionpublishe