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Using Picture Books with English Language Learners Books for Ells
| Content Provider | Semantic Scholar |
|---|---|
| Abstract | I love everything about children's picture books. They appeal to me visually , linguistically, and socially. I find the complex synergy between image and word fascinating (Galda, Sullivan, & Sipe, 2007; Nikolajeva & Scott, 2006). By far, picture books are my favorite resource for teaching language and literacy. I like the classics, and I also enjoy postmodern picture books that engage readers by blurring the traditional boundaries between written and spoken communication with interactive questions and other innovative formats (Galda et al., 2008; Nolde, 2008). Picture books are a flexible resource. They are well suited to teaching beginner English language learners (ELLs) in grades K–12. Although a smaller percentage of picture books have topics of interest to high school beginners, some books can be found to match their needs. In fact, picture books can be found to meet the needs of ELLs from a diversity of backgrounds and in different levels of English language proficiency (ELP). ELP is a developmental continuum. For practical programmatic reasons, it is divided into identifiable levels of ability |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.sagepub.com/sites/default/files/upm-binaries/49826_Lado_Ch1.pdf |
| Alternate Webpage(s) | https://www.sagepub.com/sites/default/files/upm-binaries/49826_Lado_Ch1.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |