Journal

Journal of Research In Childhood Education: Using wordless picturebooks to promote bilingual student's translanguaging practices

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Using the transsactional theory (Rosenblatt, 1995, 2001) and translanguaging pedagogy (Garcia, 2009) as guiding lenses, this study explores how 1st-grade Korean_English bilingual students engage in storytelling and meaning construction using two languages when they encounter one of the chosen wordless picturebooks. The findings indicate that although visualizing is the main strategy to create the plot from the wordless picturebook, the students incorporate other reading comprehension strategies (i.e using prior knowledge,making connections, predicting, revising and veryfying their predictions, and inferencing) to construct the meaning of the story. Sice storylines are delivered through illustrations only in wordless picturebooks, the bilingual students flexibly traslanguage during their story creation. The findings imply that using wordless picturebooks can be an influential pedagogical instrument to help bilingual students employ a broader language repertoire in their oral narrative production so that their responses from different perspectives and experiences are valued during literacy activities in the classroom.

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Detail Information

Series Title

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Call Number

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Publisher

: ., c2024

Collation

Vol.38, No.1, p.123-144

Language

English

ISBN/ISSN

0256-8543

Classification

NONE

Content Type

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Media Type

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Carrier Type

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Edition

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Subject(s)

Emergent bilingual students
Transactional theory
Translanguaging
Visual literacy
Wordless picturebooks

Specific Detail Info

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Statement of Responsibility

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