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Objectives of the session

Reading picturebooks with children:
practical CLIL applications• Explore why and what for teachers use stories.
Teresa Fleta
Complutense University of Madrid• Look into how picturebooks apply to CLIL Approach.

CLIL-ite• Suggest picturebooks to teach different subjects.

22nd August 2024

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2

Picturebook genres

Picturebooks are works of art“…from cover to cover – the picturebook is an art object, an aesthetic
whole; that is, every one of its parts contributes to the total effect,
and therefore every part is worthy of study and interpretation ”(Sipe, 2006:135)

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4

Two narratives

Type of picturebooks
VERBAL TEXTVISUAL TEXT

AuthorIllustrator

Words & text

LineShapeColour
TextureTell
Linear sequenceShow
Non-linear, holistic
Engages the intelectStimulates emotions56

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Why?

Why?

”Stories are the cornflakes of the classroom.
Cornflakes contain a wide range of nutritional elements.
A plate of cornflakes a day provides a good basic set ofthe elements we need. Stories are similar”. (Wright, 2000:3)“Children listening to a story told in a foreign language
from a book with pictures will understand and construct the gist,or outline meaning of the story in their minds”. (Cameron, 2001:40)

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What for?

Why?

Teach
Culture &values“The telling of stories has been a vital mechanism ever sincehumans developed language – perhaps the mostvital in transferring knowledge of all sorts”. (Ellis & Brewster, 2014: 2)

Fostercomunication

Teachlistening

Encourage
creativity

Stimulateimagination

Activatethinking

Improve
MultipleIntelligences

Develop4 skills

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10

Reading stories in class is a playful activity

Selecting appropriate picturebooks

Preschool

Lower PrimaryUpper Primary
121112

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Comunication

Picturebooks and CLIL Approach• Develop the hearing skills.
• Increase the oral fluency.
• Learn to interact in pairs or in groups.
Coyle, 2005

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CultureContent• Work different curricular areas.
• Show world cultures and customs.
• Consolidate acquired knowledge.
• Foster awareness of linguistic and cultural diversity.
• Present new content.
• Relate to students’ culture.
• Support text books.
• Raise awareness and promote issues related to values ineducation.

1516Language

Cognition• Teaching how to learn.
• Working on attention.
• Carrying out activities that foster memory.
• Stimulating pair and group work.
• Developing creative skills.
• Integrating values into the curriculum.
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Maths

20

19

20

Science

22

21

22

Social studies

24

23

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Música25

26

Educación Física

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To wrap up• Powerful educational resources to work in parallel withtextbooks.
• Source of inspiration to work the four C’s of CLIL in a playfulway.
• Precious teaching resources for working in CLIL.
• Help students to learn English before they can read in English.

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References
Bosch, E. (2017). Wordless picturebooks. In B. Kummering-Meibauer (Ed.) The Routledge
Companion to Picturebooks. Abingdon: Routledge.
Cameron, L. (2001) Teaching Languages to Young Learners. Cambridge: Cambridge UniversityPress.
Do Coyle, D. (2005). Developing CLIL: Towards a Theory of Practice. APAC Monographs, 6, 529.
Dunn, O. (2013) Introducing English to Young Children: Spoken Language, Glasgow: HarperCollins.
Ellis, G. & J. Brewster (2014) Tell it Again! The Storytelling Handbook for Primary English
Language Teachers(3rd edn), London: British Council Available HTTP:<http://englishagenda.britishcouncil.org/sites/ec/files/D467_Storytelling_handbo
ok_FINAL_web.pdf>
Gibbons, P. (2015). Scaffolding language, scaffolding learning. Teaching English language
learners in the mainstream classroom (2nd ed.), Portsmouth, NH: Heinemann.
Palmer, S. and P. Corbett (2003) Literacy: What works? Nelson Thornes.
Kümmerling-Meibauer, B. (2018). The Routledge Companion to Picturebooks. London and New
York: Routledge
Spiro, J. (2006) Storybuilding. Oxford: Oxford University Press.
Wright, A. (2000) ´Stories and their importance in Language Teaching. Humanising Language
Teaching´. Pilgrims, Year 2; Issue 5, September. Accessible at:
http://www.hltmag.co.uk/sep00/martsep002.rtf.

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