Article - Open Access.

Idioma principal

Children as meaning makers: interpretation and knowledge transfer prompted by the visual

Mourao, Sandie ;


With a view to describing how children used the illustrations in picturebooks to create signifiances, this paper shares the results of empirical research (Mourão, 2012), which investigated how Portuguese children used their mother tongue Portuguese (L1) and English as a foreign language (L2) to support the development of a culturally specific linguistic repertoire while interacting with English picturebooks. It focuses, in particular, on individual experiences in the L1, anchored in the child’s visual culture, and the children’s shared classroom experiences in the L2. It compares the responses of three groups of children emphasizing how their individual and communal iconic memories mediated their linguistic repertoires to create diverse interpretations and narratives around the illustrations.


Palavras-chave: illustrations, linguistic repertoire, interpretation, knowledge transfer,

Palavras-chave: ,

DOI: 10.5151/edupro-aivcipe-12

Referências bibliográficas
  • [1] Bland, J. (2007). “Picturebooks as a gateway to literacy and the habit of reading for young learners”. CATs, The IATEFL Young learner Publication, 2007, nº1, pp. 10-12.
  • [2] Blom, J-P. Andamp; Gumperz, J.J. (2000). “Social meaning in linguistic structure: code-switching in Norway”. In L. Wei, (ed.) The bilingualism reader. London: Routledge.
  • [3] Dombey, H. (2003). “Moving forward together”. In E. Bearne, H. Dombey Andamp; T. Grainger (eds.) Classroom interactions in literacy. Maidenhead: Open University Press.
  • [4] Dunn, O. (2012). Introducing English to young children: spoken language. Glasgow: North Star English Language Teaching.
  • [5] Hutchins, P. (1968). Rosie’s Walk. London: Walker Books.
  • [6] Inkpen, M. Andamp; Butterworth, N. (1990). Just like Jasper. London: Hodder Children’s Books.
  • [7] Iser, W. (1978). The act of reading. London / Henley: Routledge Andamp; Kegan Paul Ltd.
  • [8] Kress, G. Andamp; van Leeuwen, T. (1996). Reading images: the grammar of visual design. London: Routledge.
  • [9] Mourão, S. (2006). “Understanding authentic picture books: how do children do it?”. In R. Mitchell-
  • [10] Schuitevoerder Andamp; S. Mourão (eds.) Teachers and young learners: research in our classrooms. Canterbury: IATEFL YL SIG.
  • [11] Mourão, S. (2011). “Demystifying the picturebook”. IN English: The British Council Magazine for teachers of English in Lusophone countries, (March 2011), pp. 11-15.
  • [12] Mourão, S. (2012). English picturebook illustrations and language development in early years education. Unpublished PhD thesis, University of Aveiro, Aveiro, Portugal.
  • [13] Rathmann, P. (1996). Good Night, Gorilla! New York: Scholastic
  • [14] Rosenblatt, L.M. (1995). Literature as Exploration. New York: Modern Language Association of America.
  • [15] Saxton, M. (2010) Child Language: Acquisition and Development. London: Sage. 61
  • [16] Sipe, L. (2000). “The construction of literary understanding by first and second graders in oral response to picture storybook read-alouds”. Reading Research Quarterly, 35(2), pp. 252-275.
  • [17] Sipe, L. (2008). Storytime: young children’s literary understanding in the classroom. New York: Teachers College Press.
  • [18] Vygotsky, L.A. (1978). Mind in Society: the development of higher psychological processes. Cambridge, M.A.: Harvard University Press.
Como citar:

Mourao, Sandie; "Children as meaning makers: interpretation and knowledge transfer prompted by the visual", p. 56-61 . In: Barbosa, Helena; Quental, Joana [Eds]. Proceedings of the 2nd International Conference of Art, Illustration and Visual Culture in Infant and Primary Education. São Paulo: Blucher, 2015.
ISSN 2318-695X, ISBN: 978-989-98185-0-7
DOI 10.5151/edupro-aivcipe-12

últimos 30 dias | último ano | desde a publicação