Wordless but Not Silent: Unlocking the Power of Wordless Picture Books
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| Title: | Wordless but Not Silent: Unlocking the Power of Wordless Picture Books |
|---|---|
| Language: | English |
| Authors: | Jennifer D. Honaker (ORCID |
| Source: | TESOL Journal. 2024 15(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Literacy Education, Picture Books, Teaching Methods, Language Proficiency, English Language Learners, Misconceptions, Program Effectiveness |
| DOI: | 10.1002/tesj.721 |
| ISSN: | 1056-7941 1949-3533 |
| Abstract: | Teaching literacy skills that require critical reading and linguistic output can feel like an insurmountable challenge when presented with students of varying language proficiencies. One valuable but often unused tool to surmount these challenges is wordless picture books (WPBs). WPBs can be used to develop literacy skills more equitably among learners with varying language proficiencies, even when in class with native-speaking peers. They transcend language and cultural barriers often found in traditional literature and can be a tool for exploring multicultural perspectives. However, WPBs are often underrated and misunderstood by teachers and students, and frequently relegated to classrooms with young, pre-emergent readers. We argue for the power of WPBs for literacy development among English learners (ELs) of all ages by addressing common misconceptions, highlighting unique benefits of WPBs to ELs, and suggesting practical pedagogical implications. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1410350 |
| Database: | ERIC |
| Abstract: | Teaching literacy skills that require critical reading and linguistic output can feel like an insurmountable challenge when presented with students of varying language proficiencies. One valuable but often unused tool to surmount these challenges is wordless picture books (WPBs). WPBs can be used to develop literacy skills more equitably among learners with varying language proficiencies, even when in class with native-speaking peers. They transcend language and cultural barriers often found in traditional literature and can be a tool for exploring multicultural perspectives. However, WPBs are often underrated and misunderstood by teachers and students, and frequently relegated to classrooms with young, pre-emergent readers. We argue for the power of WPBs for literacy development among English learners (ELs) of all ages by addressing common misconceptions, highlighting unique benefits of WPBs to ELs, and suggesting practical pedagogical implications. |
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| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.721 |
