Using picture books to support cultural transitions among college international students: Pedagogical designs for ESL classrooms

Abstract

in addition to linguistic and cultural challenges. As such, scholarship calls for diverse methods to provide culturally sensitive services (Mori, 2000), such as creating social networks to offer support from peers and faculty (Chavajay, 2013;Shu et al., 2020). Clearly, the fact that college English as a second language (ESL) classes are oriented toward international students makes it an ideal space to provide social support. It is therefore imperative for ESL

Erken Çocukluk Döneminde Görsel Okuma Bağlamında Sessiz Kitaplar

“…Yaşça büyük çocuklar için sessiz kitaplar; çocuk işçiliği, göçmenlik, istihdam, savaş gibi konulardaki tartışmaları kolaylaştırmak için okullarda kullanabilir. Karmaşık küresel temalara sahip metinleri incelemek; sosyal destek sağlayabilmek için çözümler sunabilir, yerel kültürlerle köprüler kurabilir ve kültürel veya dilsel engeller nedeniyle daha önce konuşulmayan konulardaki tartışmaları kolaylaştırmak için bir araç olabilir (Zhu, 2022). İtalya'nın Lampedusa adasında oluşturulan kütüphane de bu amaca hizmet etmektedir.…”

Wordless but not silent: Unlocking the power of wordless picture books

“…Teachers can use such books to facilitate discussions on topics such as child labor, immigration, employment, war, and persecution among older students. Studying these complex multicultural texts with difficult global themes may create avenues for social support, construct bridges to home cultures, and provide a vehicle to ease discussions on previously inaccessible topics due to cultural or linguistic barriers (Zhu, 2022). Unfortunately, these more complex texts often go unused, as older learners and teachers are largely unaware of their existence (Serafini, 2014).…”

“…As WPBs are focused on images, they do not require translation and can, in many ways, be considered borderless, allowing a greater variety of multicultural literature with universal themes to be explored within the confines of a classroom. This ability to cross borders allows language learners to perhaps feel connected in a globalized context in a way not typically possible (Zhu, 2022). It can also help their peers to feel empathy or create an appreciation for cultures that can best be shown through pictures and open discussion (Yeom, 2018).…”

“…After the individual notations were complete, students were paired or placed in small groups to discuss their observations with their peers. Finally, the class discussed the highlights from the small group discussions and emphasized the importance of rereading to gain additional insight to books, even those with words!Example Facilitating discussions on mature topics in Zhu ( 2022 ) .…”

“…ESL college students in Zhu (2022) used picture books to facilitate discussions on mature topics, which provided the background to written essays. Although Zhu used picture books with words, this style of pedagogy can just as easily be used with wordless picture books.…”