Reading the Unnamable, Naming the Visible, Telling Stories in a New Way: Picturebooks in Teaching Polish as a Foreign Language
Authors: Izabela Jakubek-Głąb 
Published: January 2025

Background.

In the domain of education, particularly in the teaching and learning languages, the image assumes a pivotal role. Plenty of methodologies and instruments, rooted in the utilization of images, have been formulated. This article sets out to explore the possibilities of the picturebook – the example of the synergy of image and text as a tool in the teaching of Polish as a foreign language, with a particular focus on the development of all language skills, with a focus on the skills of speaking, writing, and reading texts and images (visual literacy).

Purpose.

The aim of this article is to emphasize the function of the picturebook in the teaching of the Polish language as foreign, not limited to a children’s audience, but extending this to adult learners at different levels of language. The study investigates the potential role of picturebooks for the development of all language skills.

Methods.

The content analysis method, which is a fundamental component of qualitative research methodology, was utilized in this study. Additionally, the method of participant observation was employed, which entailed attending sessions, conferences and meetings on picture books organized by various institutions and groups, following the Polish Section of IBBY and the Astrid Lindgren Memorial Award. The critical content analysis method was employed in a case study of a book in the context of teaching Polish as foreign language. The study builds on prior research and contributes to understanding the effectiveness of the picturebook as a tool in the teaching Polish as foreign language – in the development of all language skills, (and in particular the skills of speaking, writing and reading texts and pictures – visual literacy). The theoretical considerations are complemented by an analysis of two picturebooks by Iwona Chmielewska W kieszonce and O tych co się rozwijali, indicating their use in teaching Polish as a foreign language to adult learners.

Results.

Researchers encourage multichannel transmission and multisensory perception to activate the right hemisphere and thus stimulate the brain to work more efficiently to facilitate more effective language acquisition and learning. The picture book seems to be a fitting example that illustrates the method of intersemiotic translation, and even develops it, because what takes place here is the reading of images and text in mutual correlation, unity, and interdependence. There is mediation between the verbal and non-verbal code, which creates synergy between the two hemispheres and improves brain performance, leading to more effective language learning. In addition, a multisensory perception of the message takes place – the images created by Iwona Chmielewska give the impression of being three dimensional – as collages, intricately cut out, woven, stitched, and embroidered despite obviously existing in two dimensions, they seem to move the sense of touch. And here the multichannel nature of the message meets interpretation, the visual metaphor comes alive and speaks. Research shows that picturebooks can be used to train all communication skills and increase students’ language proficiency in vocabulary and grammar, spelling, pronunciation, intonation of a foreign language. (M. Zirkel) Although picturebooks are primarily used to develop communicative skills and contextualise words and parts of a specific semantic field to expand learners’ vocabulary (S. Mourão), picturebooks can also promote many more skills e.g. the promotion of literary competence, which includes empathetic, aesthetic and stylistic competence, the development of cultural and discursive competence, interpretative competence, as well as reading competence and general language competence (M. Zinker).

Discussion (Conclusions and Prospects).

The mentioned examples of the usefulness of the picture book in teaching foreign language to children and young learners can be extended to adult learners. The objectives of teaching a foreign language to both groups are similar, it is merely a matter of appropriately selecting the material. Picturebooks in Polish as foreign language classes provide extraordinary opportunities for activities developing all linguistic proficiencies: listening comprehension, reading comprehension, vocabulary, and grammar, speaking and writing, as well as mediation (when simplifying, expanding, or translating content). The synergy of text and image gives rise to a new view of language as a cultural designator. The Picturebook as a cultural artefact brings us closer to an understanding of language and the art of language (in the sense of its extraordinary possibilities to express and describe reality) and the language of art (through the presence of an image). It introduces the adult learner to the world of adult and children’s literature. The picture books of Iwona Chmielewska serve as excellent models for the implementation of these requirements.