How to implement a picturebook in EFL Primary classrooms to develop children’s intercultural competence
The aim of this article is to meet the increasing need to develop the intercultural dimension of communicative competence through an authentic resource, in this case, picturebooks. An innovative pedagogical initiative was carried out with two primary-level classes (5th and 6th) in a bilingual school...
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| Format: | Article |
| Language: | English |
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Universidad de Zaragoza
2025-06-01
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| Series: | Miscelánea: A Journal of English and American Studies |
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| Online Access: | https://papiro.unizar.es/ojs/index.php/misc/article/view/10148 |
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| author | María Mercedes Pérez Agustín Ángel Luis Lahoz León |
| author_facet | María Mercedes Pérez Agustín Ángel Luis Lahoz León |
| author_sort | María Mercedes Pérez Agustín |
| collection | DOAJ |
| description | The aim of this article is to meet the increasing need to develop the intercultural dimension of communicative competence through an authentic resource, in this case, picturebooks. An innovative pedagogical initiative was carried out with two primary-level classes (5th and 6th) in a bilingual school in central Madrid (Spain). The selected resource was the picturebook entitled Fry Bread: A Native American Family Story, about a present-day Native American family preparing a traditional post-colonial recipe. The resource was introduced through reading aloud as part of a project in which 44 students were asked to write a recipe in English for a dish that is special to them or their families, accompanying the text with an illustration. The contributions of students, which were compiled in a recipe book composed of 44 main courses and desserts, were analysed in accordance with the main topics of focus in the intervention, identifying who was the recipe-keeper in each family. It was determined that the most popular topic was family time, followed by tradition. In most cases, the mothers were the keepers of the recipes, and the illustrations reflected a highly collaborative family effort to prepare the dishes. To conclude, the recipes were analysed from the perspective of Byram’s (1997) Intercultural Communicative Competence model, revealing that the dimension of knowledge of self and other and discovery and interaction were the most prevalent in the recipe book. This suggests awareness-raising among children of the differences between countries and a willingness to familiarise themselves with other cultures.
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| format | Article |
| id | doaj-art-8465fab643e74746b4e6a2f9e170e1f0 |
| institution | DOAJ |
| issn | 1137-6368 2386-4834 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Universidad de Zaragoza |
| record_format | Article |
| series | Miscelánea: A Journal of English and American Studies |
| spelling | doaj-art-8465fab643e74746b4e6a2f9e170e1f02025-08-20T03:21:47ZengUniversidad de ZaragozaMiscelánea: A Journal of English and American Studies1137-63682386-48342025-06-017110.26754/ojs_misc/mj.202510148 How to implement a picturebook in EFL Primary classrooms to develop children’s intercultural competence María Mercedes Pérez Agustín0Ángel Luis Lahoz León1Universidad Complutense de MadridColegio Claudio Moyano, MadridThe aim of this article is to meet the increasing need to develop the intercultural dimension of communicative competence through an authentic resource, in this case, picturebooks. An innovative pedagogical initiative was carried out with two primary-level classes (5th and 6th) in a bilingual school in central Madrid (Spain). The selected resource was the picturebook entitled Fry Bread: A Native American Family Story, about a present-day Native American family preparing a traditional post-colonial recipe. The resource was introduced through reading aloud as part of a project in which 44 students were asked to write a recipe in English for a dish that is special to them or their families, accompanying the text with an illustration. The contributions of students, which were compiled in a recipe book composed of 44 main courses and desserts, were analysed in accordance with the main topics of focus in the intervention, identifying who was the recipe-keeper in each family. It was determined that the most popular topic was family time, followed by tradition. In most cases, the mothers were the keepers of the recipes, and the illustrations reflected a highly collaborative family effort to prepare the dishes. To conclude, the recipes were analysed from the perspective of Byram’s (1997) Intercultural Communicative Competence model, revealing that the dimension of knowledge of self and other and discovery and interaction were the most prevalent in the recipe book. This suggests awareness-raising among children of the differences between countries and a willingness to familiarise themselves with other cultures. https://papiro.unizar.es/ojs/index.php/misc/article/view/10148Reading aloudpicturebooksEFLNative AmericanInterculturalityProject-Based Learning (PBL) |
| spellingShingle | María Mercedes Pérez Agustín Ángel Luis Lahoz León How to implement a picturebook in EFL Primary classrooms to develop children’s intercultural competence Miscelánea: A Journal of English and American Studies Reading aloud picturebooks EFL Native American Interculturality Project-Based Learning (PBL) |
| title | How to implement a picturebook in EFL Primary classrooms to develop children’s intercultural competence |
| title_full | How to implement a picturebook in EFL Primary classrooms to develop children’s intercultural competence |
| title_fullStr | How to implement a picturebook in EFL Primary classrooms to develop children’s intercultural competence |
| title_full_unstemmed | How to implement a picturebook in EFL Primary classrooms to develop children’s intercultural competence |
| title_short | How to implement a picturebook in EFL Primary classrooms to develop children’s intercultural competence |
| title_sort | how to implement a picturebook in efl primary classrooms to develop children s intercultural competence |
| topic | Reading aloud picturebooks EFL Native American Interculturality Project-Based Learning (PBL) |
| url | https://papiro.unizar.es/ojs/index.php/misc/article/view/10148 |
| work_keys_str_mv | AT mariamercedesperezagustin howtoimplementapicturebookineflprimaryclassroomstodevelopchildrensinterculturalcompetence AT angelluislahozleon howtoimplementapicturebookineflprimaryclassroomstodevelopchildrensinterculturalcompetence |