#3982. Interpreting and mediating a wordless picturebook in pre-primary early English language learning

August 2026publication date
Proposal available till 20-05-2025
4 total number of authors per manuscript0 $

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Journal’s subject area:
Literature and Literary Theory;
Language and Linguistics;
Linguistics and Language;
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Abstract:
This research presents a small empirical study, which introduced a wordless picturebook to pre-primary children who were learning English as a foreign language in a context of low-exposure. It begins by defining what a wordless picturebook is and the mediating challenges it affords. The study is then introduced and the discussion around its results highlights the children’s responses on two levels, literal and inferencial, with a focus on how they used their linguistic repertoire to make sense of and interpret the sequential images and its inherent message. This research also outlines some of the challenges encountered while mediating the book, the children and the two languages of instruction. The study closes with thoughts on the implications of using a wordless picturebook on a challenging topic in a low exposure foreign language context.
Keywords:
Wordless picturebook; foreign language; children; linguistic repertoire

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