The starting point of our research is the observation that while picturebooks are widely accepted in primary English Language Teaching (ELT), they are hardly ever considered as a promising literary format for intermediate and advanced learners in secondary ELT (cf. Alter/Merse forthcoming). From a conceptual-theoretical perspective, we argue, this uninterrogated field of engagement in research and practice seems remarkable as picturebooks hold in store a wide range of thematic, linguistic, formal, and aesthetic complexities that go beyond their usual construction as a 'childish' text. By extension, these complexities engender a diverse set of possible classroom applications particularly suitable for secondary ELT – albeit largely unearthed so far.
We will reflect on the question "Who are picturebooks for?" to deconstruct discursive boundaries that position picturebooks as an exclusive medium for primary ELT, and re-think picturebooks as potential literary formats for intermediate and advanced learners in secondary ELT. This will be coupled with a tour d'horizon of current picturebook research, including our own, and of concrete examples of picturebook texts. These will illustrate the challenging complexity of picturebooks, e.g., in view of notions of dual audience and crossover texts, and how verbal and visual texts work in tandem to create rich narratives (cf., Ommundsen 2018). Such narratives, as we will show, also unfold a broad thematic complexity that move picturebooks toward more advanced audiences while retaining the literary format of the picturebook, e.g., by addressing challenging or even controversial themes including the representation of diverse identities, dysfunctional societies, experiences of colonization, drug abuse, or environmental protection (cf. Ommundsen/Haaland/Kümmerling-Meibauer 2022).
These conceptual reflections will lead us to suggesting pathways for empirical research and classroom applications that show how picturebooks can be used in secondary ELT contexts to
- foster communicative and literary competences alongside visual and multimodal literacies,
- work on objectives associated with inter- and transcultural learning and cultural diversity,
- engage with content areas in and beyond ELT curricula, and to
- develop critical literacy.
What we consider promising here is a connection of analytical and formal approaches (Nikolajeva/Scott 2000) with Reader Response Theory that invites learners to voice their impressions of a picturebook text in terms of its aesthetics, its visual and verbal impact, and its content. We will also discuss a range of research approaches that might lend themselves to exploring picturebooks in secondary ELT, in particular conceptual groundwork, action research, classroom observation, or action- and production-oriented approaches. To conclude with, we will outline suggestions for teacher education that are conducive to preparing teachers for integrating picturebooks into their secondary ELT classrooms.
Alter, Grit/Merse, Thorsten (forthcoming, 2022). Re-thinking Picturebooks for Intermediate and Advanced Learners: Perspectives for Secondary English Language Education. Narr Francke Attempto.
Nikolajeva, Maria & Scot, Carole (2000). The dynamics of picturebook communication. Children's Literature in Education 31 (4), 225–239.
Ommundsen, Åse Marie (2018). Picturebooks for adults. In: Kümmerling-Meibauer, Bettina (ed.). The Routledge Companion to Picturebooks. Routledge, 220-230.
Ommundsen, Åse Marie/Haaland, Gunnar/Kümmerling-Meibauer, Bettina (eds.). (2022). Exploring Challenging Picturebooks in Education. International Perspectives on Language and Literature Learning. Routledge.
