Multilingual Children's Interaction with Metafiction in a Postmodern Picture Book

Autor/inn/en	Daugaard, Line Møller; Johansen, Martin Blok
Titel	Multilingual Children's Interaction with Metafiction in a Postmodern Picture Book
Quelle	In: Language and Education, 28 (2014) 2, S.120-140 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2013.786085
Schlagwörter	Multilingualism; Picture Books; Postmodernism; Case Studies; Bilingualism; Second Language Learning; Literacy Education; Elementary School Students; Indo European Languages; Foreign Countries; Familiarity; Cultural Background; Questionnaires; Teacher Attitudes; Elementary School Teachers; Librarians; Difficulty Level; Denmark + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Picture book; Bilderbuch; Postmoderne; Case study; Fallstudie; Case Study; Bilingualismus; Zweitsprachenerwerb; Indoeuropäisch; Ausland; Fragebogen; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Librarian; Bibliothekar; Bibliothekarin; Schwierigkeitsgrad; Dänemark
Abstract	When teachers and school librarians choose picture books for multilingual children, they often base their choice on an evaluation of linguistic comprehensibility, content familiarity and cultural appropriateness. This means that postmodern picture books may be excluded. This paper presents a case study of multilingual children's encounter with a postmodern picture book with distinct metafictional features. In the page-by-page walkthroughs of the book, many of the multilingual children demonstrate a high level of literary competence. They deal with the book's metafictional features with great confidence and explicitly call for books which challenge them and break with their expectations as readers. Consequently, it is argued that postmodern picture books should be part of the range of books presented to multilingual children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10