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Article published In: Filling the Void: Young language learners and the intercultural domain
Edited by Sandie Mourão and Raphaelle Beecroft
[Language Teaching for Young Learners 6:2] 2024
► pp. 173–195

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Intercultural encounters through two picturebooks in the lower primary EFL classroom in Denmark

 | University of Copenhagen | University College Copenhagen
Published online: 4 October 2024
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https://doi.org/10.1075/ltyl.00056.sog
Abstract
Intercultural encounters are important sites for intercultural learning. Hence the teaching of English as a foreign language should include possibilities for learners to engage in such encounters. It is theoretically suggested and empirically supported, that encounters with texts and images can be fruitful for intercultural learning. Picturebooks constitute one form of literary text that is suitable for teaching foreign languages to children. This study suggests that purposefully selected picturebooks can create affordances for intercultural encounters in the early English as a foreign language classroom, thus contributing to intercultural learning from an early age. Selected learner data collected in a qualitative multiple case study with learners from 8 to10 years old, interacting with two English language picturebooks, were analyzed using deductive, qualitative content analysis. The analyses showed that learners displayed awareness of several intercultural encounters with and between characters in the picturebooks, especially encounters that included the two child protagonists. These encounters were based on multiple cultural group affiliations, including affiliations based on a more traditional as well as an extended view of culture, which included non-human groups. It is concluded that, based on a non-essentialist view of culture, the selected picturebooks and their teaching sequences created affordances for learners’ awareness of different cultural affiliations, which is considered a prerequisite for engagement in intercultural encounters.
Article outline
  • 1.Introduction
  • 2.Theoretical background
    • 2.1Intercultural learning for young learners
    • 2.2Intercultural encounters and intercultural learning
    • 2.3Intercultural encounters through picturebooks
    • 2.4A conceptualization of intercultural encounters through picturebooks
  • 3.Methodology
    • 3.1Context and participants
    • 3.2Ethics
    • 3.3Procedure
    • 3.4The picturebooks
    • 3.5Data collection
    • 3.6Data analysis
  • 4.Findings
    • 4.1Awareness of intercultural encounters in the picturebooks
    • 4.2Awareness of cultural affiliations (CA) — sites for intercultural encountering (IE)
      • The refugee experience as a site for intercultural encountering
      • Family situation as a site for intercultural encountering
      • Children’s everyday life as a site for intercultural encountering
      • Expression of similarities and individual perspectives
  • 5.Discussion
    • 5.1Saliency
    • 5.2Emotional engagement
    • 5.3The state of being children
  • 6.Conclusion and recommendations for practice
  • References
References (49)
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