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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 0000-0002-2592-9794), Ryan T. Miller (ORCID 0000-0001-8556-1859)
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
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  Data: Wordless but Not Silent: Unlocking the Power of Wordless Picture Books
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  Data: <searchLink fieldCode="AR" term="%22Jennifer+D%2E+Honaker%22">Jennifer D. Honaker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2592-9794">0000-0002-2592-9794</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ryan+T%2E+Miller%22">Ryan T. Miller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8556-1859">0000-0001-8556-1859</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2024 15(1).
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  Data: 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
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  Data: 16
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  Data: 2024
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Picture+Books%22">Picture Books</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Data: 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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  Data: 2024
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