The linguistic landscape of English–Spanish dual language picturebooks

Daly, Nicola

doi:10.1080/01434632.2017.1410163

Cited by 28 publications

(13 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In terms of space and information, Māori and English are equal on the page; in terms of order and colour, English is given priority. And if we take into account the full text on each page, both narrative and informational, the informational text is only presented in English, and so in fact there is an imbalance in content communicated in each language, supporting the existing language hierarchy (Daly, 2018b) which exists in New Zealand where, despite English not actually being an official language by law (it is de facto), it is the language with the most speakers and dominates most linguistic landscapes in most settings in New Zealand. The inclusion of two languages throughout the narrative of Eliza suggests a New Zealand audience specifically.…”

Section: Linguistic Landscapesmentioning

confidence: 92%

Indications of implied reader and audience through layout in two New Zealand informational picturebooks

Daly¹

2021

Verbal and Visual Strategies in Nonfiction Picturebooks

Self Cite

View full text Add to dashboard Cite

I examine two New Zealand narrative nonfiction picturebooks published to mark the 125 th anniversary of women's suffrage. I analyse the layout to show that this clearly indicates who the implied reader or audience of the books are. The aspects of layout analysed include the ratio of paratextual to narrative text given, the colour, detail and space given to illustrations, the relative text size, and linguistic landscape.

show abstract

Section: Linguistic Landscapesmentioning

confidence: 92%

Indications of implied reader and audience through layout in two New Zealand informational picturebooks

Daly¹

2021

Verbal and Visual Strategies in Nonfiction Picturebooks

Self Cite

View full text Add to dashboard Cite

show abstract

“…These diverse ways of representation offer very different kinds of positions for identification for readers with different linguistic identities. As Daly (2018) has noted in their study of the linguistic landscape of multilingual picturebooks, this can have negative implications for the ethnolinguistic vitality of minority language groups.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Linguistic landscape of Finnish school textbooks

Suuriniemi

Satokangas

2021

International Journal of Multilingualism

View full text Add to dashboard Cite

This article focuses on the visibility and position of different languages in semiotic space, namely the linguistic landscape provided by textbooks. The aim is to determine to what extent the linguistic landscape of textbooks supports the multilingual emphasis of the Finnish national core curriculum and the multilingualism of Finnish classrooms. The data include 34 textbooks on five of the mandatory subjects and covers the different grades of comprehensive schools in Finland. The presence of different languages was mapped quantitatively by coding all languages that were mentioned or made visible in the textbooks. Further, a qualitative analysis of the most representative parts of the data was carried out. The results of this study show that different contexts and categories are constructed for different languages. Moreover, multilingualism is marginalised and monolingual practices appear as the norm. As a conclusion, this study reveals that the paradigm shift to multilingual approaches and practices in textbooks is under construction, and much is left to be done.

show abstract

“…Wordless picture books are a form of multimodal children's literature in which reading occurs through attention to the visual cues provided by the author/illustrator (Daly, 2018). The reading of visuals is an essential and undervalued type of literacy that cultivates high‐level comprehension strategies (Sipe, 2008) as children learn to critically evaluate and understand information presented through multiple “sign systems” (Wilson, 2008, p. 154).…”

Section: Wordless Readingmentioning

confidence: 99%

Reading Without Words: Cultivating Bi/Multilingual Family Engagement

Moody¹,

Matthews²

2022

The Reading Teacher

View full text Add to dashboard Cite

Integrating wordless picture books allows bi/multilingual families to demonstrate their rich storytelling and reading competence. …when you read a book with words, you're just reading what the author put…but when you see a picture book like Bluebird, I guess you can kind of make your own story of what was happening. (Jose, Parent Interview)amily engagement is a critical component of emergent literacy development (Swain & Cara, 2019), and thus schools take myriad approaches to ensure that bi/multilingual families have the tools to support home literacy. One approach that has been largely overlooked is shared reading with wordless picture books. As Jose (all names are pseudonyms) noted, these books create a new family literacy ecology by allowing all members to become active participants in constructing the plot, setting, and characters. This may be particularly salient for schools seeking to develop literacy partnerships with bi/multilingual families. These families have rich semiotic resources that are often overlooked due to English language and literacy proficiency or a lack of familiarity with generic reading practices in the United States (US) (García & Kleifgen, 2020;Jensen, 2021;Lizárraga & Gutiérrez, 2018). Because they often do not have access to texts typically used in schools, wordless picture books may provide a more inviting approach to literacy that capitalizes on bi/multilingual families' meaning-making resources (García, 2020) and fosters a reciprocal literacy partnership between teachers and families.Drawing from the literature on family engagement, language practices, and shared readings, we showcase how bi/multilingual families in our study engaged in communal storytelling through employing their meaningmaking resources and rich linguistic repertoires. We conclude with implications for how wordless picture books can foster school-home partnerships with bi/ multilingual families.

show abstract

The linguistic landscape of English–Spanish dual language picturebooks

Cited by 28 publications

References 13 publications

Indications of implied reader and audience through layout in two New Zealand informational picturebooks

Indications of implied reader and audience through layout in two New Zealand informational picturebooks

Linguistic landscape of Finnish school textbooks

Reading Without Words: Cultivating Bi/Multilingual Family Engagement

Contact Info

Product

Resources

About