When speaking of picture books and literacy it is essential to adequately define these terms. Therefore, this paper will first address the problem of definition and will then go on to present teaching requirements for primary schools in Baden-Wurttemberg according to the Curriculum of Baden-Wurttemberg 2004.
This is followed by the presentation of the theory of the Russian psychologist Lev Vygotsky. Gibbons and Cummins, Berk and Cameron, for instance, prefer the Vygotskian view on language learning because it “foregrounds the collaborative nature of learning and language development between individuals, the interrelatedness of the roles of teacher and learner, and the active roles of both in the learning process” (Gibbson; Cummins 2005). The analysis of the well known picture book Monkey Puzzle by Julia Donaldson and Axel Scheffler shows that authentic picture books can be successfully applied in a foreign language classroom.
In order to achieve this, chapter two clarifies the terms picture book, authentic picture book, educational picture book, and literacy. Further, the Curriculum of Baden-Wurttemberg 2004 will be presented. This forms the basis for this paper as the Curriculum sets guidelines concerning educational objectives and students’ competence for school teachers Chapter four then introduces the theory of Vygotsky before moving on to show different methods of using authentic picture books in an English as a foreign language (EFL) classroom. The Vygotskian term ‘Zone of Proximal Development’ will be clarified as well as successful classroom discourse and the role of the teacher.
The advantages of using authentic picture books in a foreign language classroom are discussed in chapter five. First, possible themes and motifs which interest students are identified followed by the presentation of stories in picture books. The discussion then continues by highlighting the advantages of authentic picture books concerning intercultural competence and literacy skills. Another problem when dealing with literature is the so called gender aspect. How to overcome this gender aspect will be discussed in chapter five.
This is succeeded by a possible realization of Donaldson’s Monkey Puzzle in an EFL classroom. At first, the author and illustrator are introduced followed by the technical analysis of the picture book itself. The realization then continues with the educational and methodological analysis. Finally, the last chapter summarizes the results.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Definitions of the Terms Picture Book and Literacy
- Definition of Picture Books
- Authentic Picture Books
- Educational Picture Books
- The Concepts of Literacy
- Defining Literacy
- The Literate Student
- Teaching Requirements for English in German Primary Schools According to the Curriculum of Baden-Wurttemberg 2004
- Vygotsky's Theory of Early Childhood Education Relating to Literacy
- The Zone of Proximal Development
- Classroom Discourse
- Role of the Teacher
- Transferring Vygotsky's Theory to Working with Picture Books
- Authentic Picture Books in Class
- Themes and Motifs
- Stories in Picture Books
- Advantages of Using Authentic Picture Books
- General Benefits
- Promoting Intercultural Competence
- Literacy
- The Gender Aspect
- Criteria for Good Picture Books
- Ideas How to Use Picture Books in Class
- Monkey Puzzle by Julia Donaldson and Axel Scheffler
- About the Author and Illustrator
- Realization of Monkey Puzzle in a Primary EFL Classroom
- Technical Analysis of the Picture Book Monkey Puzzle
- Content
- Setting and Time
- Narrative Perspective
- Pictures
- Central Characters
- Themes and Motifs
- Stylistic Devices
- Humor
- Educational Analysis
- Placement in the Curriculum of Baden-Wurttemberg 2004
- Students' Encounter with the Topic
- Methodical Analysis
- Opening
- Body
- Close
- Educational Objectives
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This thesis explores the potential of picture books in primary English as a Foreign Language (EFL) classrooms. The aim is to demonstrate how authentic picture books can effectively contribute to developing literacy skills and fostering intercultural understanding among young learners. The work analyzes the pedagogical value of picture books, considering the specific needs and learning styles of primary EFL students.- The role of picture books in promoting literacy development in primary EFL classrooms
- The effectiveness of picture books in fostering intercultural competence among young learners
- The application of Vygotsky's theory of early childhood education to picture book pedagogy
- The importance of selecting appropriate and engaging picture books for primary EFL students
- The development and implementation of practical classroom activities using picture books
Zusammenfassung der Kapitel (Chapter Summaries)
The first chapter provides a brief introduction to the topic of picture books in primary EFL classrooms and outlines the research questions addressed in the thesis. Chapter two defines the key terms "picture book" and "literacy," exploring the various types of picture books and the different dimensions of literacy. Chapter three examines the teaching requirements for English in German primary schools, focusing on the Curriculum of Baden-Wurttemberg 2004. Chapter four introduces Vygotsky's theory of early childhood education and discusses its relevance to literacy development, particularly the concepts of the Zone of Proximal Development, classroom discourse, and the role of the teacher. Chapter five explores the potential of authentic picture books in the EFL classroom, analyzing their themes, motifs, and storytelling techniques, and outlining the advantages of using such books. The chapter also discusses criteria for selecting appropriate picture books and provides examples of classroom activities. Chapter six focuses on the analysis of a specific picture book, "Monkey Puzzle" by Julia Donaldson and Axel Scheffler, from both technical and educational perspectives. It examines the content, setting, characters, themes, and stylistic devices of the book, and develops a lesson plan for its use in the EFL classroom.Schlüsselwörter (Keywords)
This work explores the intersection of picture books, literacy, and intercultural competence in primary English as a Foreign Language (EFL) education. The key themes include picture book pedagogy, Vygotsky's theory of early childhood education, authentic materials, EFL curriculum, and the development of effective teaching strategies for young learners.- Quote paper
- Melina Bresser (Author), 2009, Picture Books in the Primary EFL Classroom. "Monkey Puzzle" by Julia Donaldson and Axel Scheffler, Munich, GRIN Verlag, https://www.grin.com/document/140404
