Models for storytelling and picturebook mediation
by Annett Kaminski & Donna Tomlinson
Over the years, many researchers and practitioners have suggested ways in which storytelling and picturebook events can be organised with young learners of English in formal school settings.
As part of the theme mapping stage of this project, the RPTU team together with other members of the ICETEMP team reviewed literature from 2000 onwards to identify good-practice models that can inform teacher education. Ten models have been pinpointed that can be used as a basis for linking English language learning with intercultural and citizenship education through the mediation of picturebooks. These models are listed below in chronological order.
1. Models in chronological order:
2. Models according to their focus:
These models can be categorized according to their focus, which is either on the stages of the storytelling event and read-aloud, or on strategies that teachers need todevelop for successful mediation as well ascompetences that can be developed in the learner through mediation.
Using these models as an inspiration, the RPTU team created a framework that illustrates the objectives of the ICETEMP project and can serve as a navigational tool for the development of a teacher education module. The concept of mediation forms a central part of the ICETEMP framework since it is critical for all stages of storytelling and read-aloud events as well as for the development of ICE competences, which includes multimodal and intercultural literacy, participation, engagement with eye-opening topics and action-taking in learners‘ communities.
3. ICETEMP framework for storytelling and picturebook read-alouds:
The following publications are recommended for language teachers who are seeking some guidance when using storytelling and picturebooks in their primary and lower secondary English language classrooms. They contain ample practical advice for establishing a holistic language learning environment covering all aspects of storytelling and picturebook mediation: story & picturebook selection, preparation activities, orchestration of storytelling and read-aloud as well as hands-on, cross-curricular follow-up activities.
Alter, G., Merse, T. (Eds) (2023). Re-thinking picturebooks for intermediate and advanced learners: Perspectives for secondary English language education. Narr Francke Attempto.
Bertoldi, E., Bortoluzzi, M. (2019). Let's tell a tale. Storytelling with children in English L2. Forum Editrice. www.academia.edu/41522978/Lets_Tell_a_Tale_Storytelling_with_Children_in_English_L2
Ellis, G., Brewster, J. (2014). Tell it again! The storytelling handbook for primary English language teachers. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/pub_D467_Storytelling_handbook_FINAL_web.pdf
Ellis, G., Mourão, S. (2021). Demystifying the read- aloud. English Teaching Professional 36, 22– 25.
Bland, J. (2019). Teaching English to young learners: More teacher education and more children’s literature! Children’s Literature in English Language Education 7(2), 79-103. https://clelejournal.org
Bland, J. (2023). Compelling stories for English language learners: Creativity, interculturality and critical literacy. Bloomsbury.
Cameron, L. (2001). Teaching languages to young learners. Cambridge.
Dolan, A (2014). Intercultural Education, Picturebooks and Refugees: Approaches for Language Teachers. Children's Literature in English Language Education 2 (1), 92-109. Children’s Literature in English Language Education
ELLiL Project Partners (2023). Reading for in-depth learning (Ridl) framework. https://site.nord.no/ellil/reading-for-in-depth-learning/
Ellis, G., Mourão, S. (2021). Demystifying the read- aloud. English Teaching Professional 36, 22– 25.
Ghosn, I.-K. (2013). Storybridge to second language literacy: The theory, research and practice of teaching English with children’s literature. IAP.
Nilsson, M. (2023). Teachers’ Scaffolding Roles during Picturebook Read-Alouds in the Primary English Language Classroom. Children's Literature in English Language Education, 11(1), 43-67. https://clelejournal.org/article-3-maria-nilsson/
PEPELT21 Project Partners (2021). Picturebooks in European primary English language teaching. https://pepelt21.com/general/
Valente, D. (2022). Scaffolding in-depth learning: picturebooks for Intercultural Citizenship in primary English teacher education. In D. Valente & D. Xerri (Eds.), Innovative practices in early English language education (pp. 259-285).Palgrave Macmillan.
