SheuHsiu-Chih
ThispaperpresentsastudyinvestigatingEFLteachers’viewsontheeducationalvaluesofEnglishpicturestorybooksinTaiwan.Tenteacherswithexperienceofusingthebookswithprimaryschoolchildrenparticipatedinthisstudy.Theresultssuggestthreemaineducationalvaluesperceivedbytheteachers:(1)linguisticvalue,(2)thevalueofthestory,and(3)thevalueofthepicture.Apatternofhowtheteacherspresentedthebooksalsoemergedfromthedata:themajorityoftheteachersperceivedthemselvesasamediatorwhosejobwasnottotransmitthemeaningofthebooktothestudents,buttoencourageparticipationandinteraction.
WiththeintroductionofEnglishlessonstoEFLchildreninmanycountries,theuseofEnglishpicturebookshasattractedmuchattentionfromEFLresearchers.Forexample,someresearcherssuggestthatstoriesarearichresourceforEFLteacherstoreviseorintroducevocabularyandsentencestructuresinamemorableandmeaningfulcontext(Brewsteretal.2002;Ghosn2002)andhavethepotentialtotransferEFLlearnersfrommechanicallanguagelearningtoamorepersonalinvolvementcontext(CollieandSlater1987).Somepointoutthatpicturesinpicturestorybookscanservetoclarifythetextandfacilitatelanguagelearning(Smallwood1987;Johnston1994).TheseresearchershaveprovidedimportantinsightsintounderstandingtherationaleofusingEnglishpicturestorybooksintheEFLclassroom,whereasresearchconcerninghowEFLteachersthemselvesperceivethisissuehashardlybeendiscussedatall.ThisstudyattemptstoinvestigatetheuseofEnglishpicturestorybooksfromtheaspectofEFLteachersinTaiwantounderstandhowtheyperceivetheeducationalvaluesofusingEnglishpicturestorybookswithchildren.
Thepresentstudyappliedsemi-structuredinterviewstounderstandEFLteachers’viewsontheuseofEnglishpicturestorybooksinEFLteaching.Thiswasafollow-upofaquestionnairestudythatwascarriedouttounderstandEFLteachers’generalattitudestowardsEnglishpicturestorybooks.FortyEFLteacherswithexperienceofteachingchildrenEnglishinprimaryschoolsandprivatelanguageschoolsinTaiwanparticipatedinthequestionnairestudy.
Thestudywasdesignedtopursuekeyissuesthatemergedfromthequestionnairedatasoastoadddetailanddepthtotheteachers’viewson
ELTJournalVolume62/1January2008;doi:10.1093/elt/ccm077
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ªTheAuthor2008.PublishedbyOxfordUniversityPress;allrightsreserved.
Downloaded from eltj.oxfordjournals.org at National Institute of Education, Nanyang Technological University on April 19, 2011Introduction
Method
Findingsdiscussion
andLinguisticvalue
48theseissues.TenEFLteacherswiththeexperienceofusingEnglishpicturestorybookswithchildrenparticipatedinthisstudy.Sevenofthemhavepreviouslyparticipatedinthequestionnairestudyandwerewillingtoparticipateinthefollow-upinterview.Thethreeteacherswhohadnotparticipatedinthequestionnairestudy,wereaskedtofillinaquestionnairebeforetheinterview,soastohelpthemtogainageneralideaofthisstudy.Ofthetenteachers,sevenwereteachinginanurbanareaandthreewereinaruralarea.
Theinterviewresultssuggestthattheteachers’viewsontheeducationalvaluesofusingEnglishpicturestorybookscanbebroadlycategorizedintothreeareas:(1)linguisticvalue,(2)thevalueofthestories,and(3)thevalueofthepictures.
TheinterviewdatarevealedthatthewaythatpicturestorybookscanprovideameaningfulcontextforlanguagelearningwasperceivedbyeightoutofthetenteachersastheprimarylinguisticvalueofusingEnglishpicturestories.Themajorityoftheteacherspointedoutthatpicturestorybooksallowedthemtohelpchildrenreviewwordsandsentencestheyhadlearntinthetextbooksinameaningfulcontext.Thefollowingstatementsaretypicalexamples:
Readingpicturebookswiththemgivesthemanopportunitytoreviewwordsorsentencestheyhavelearnedfromthetextbookandtheywillknowthesamewordcanbeusedindifferentkindsofsituations.Picturebooksprovideallkindsofsituationssothatstudentswillknowhowawordcanbeusedinallsortsofsituations.(T3)
Instory,childrenwillknowinwhatkindofsituationasentencecanbeused,sochildren’sbooksarehighlyapplicabletolearningvocabulary.Picturestorybookshelpthemtopractisesentencepatternsandtoknowhowtouseasentenceincertainkindsofsituations.(T5)
From‘situation’to‘howtouse’,theabovestatementssuggestthatbothteacherswereawareoftherolethatmeaningfulcontextplayedinlanguagelearning,andthepotentialofEnglishpicturestorybooksforprovidingthecontext.Therefore,inordertoknowhowtousethelanguagetoexpressthemeaning,learnersneedtobeexposedtodifferentkindsofsituationsaspointedoutbyLittlewood(1981:2)that‘justasasinglelinguisticformcanexpressanumberoffunctions,soalsocanasinglecommunicativefunctionbeexpressedbyanumberoflinguisticforms’.CommentsmadebytheteacherssuggestthattheybelievedthemeaningfulcontextembeddedinthebookshelpedtheEFLlearnerstohaveadeeperunderstandingoflinguisticformsandtheirfunctions.
ThelinguisticbenefitofreadingEnglishpicturestorybookswasmentionedbyT9fromadifferentaspect.T9regardedstoriesasaneffectivereminderthatcanbeusedtotriggerstudents’memoryofcertainwordsorphrasestheyhaveencounteredinstories.Sheremarked:
Whenusingpicturebooks,ifstudentsforgetawordtheyhavelearnedfromoneofthestories,Iwouldremindthembysaying:‘Doyou
SheuHsiu-Chih
Downloaded from eltj.oxfordjournals.org at National Institute of Education, Nanyang Technological University on April 19, 2011Thevalueofthestory
rememberwehavelearnedthisfromthestoryof...?’Itisagoodreminder.(T9)
Thewaythatpicturestorybookscanhelpyounglearnerstriggerthe
memoryofanothertextandmakealinkwiththepriorknowledgehasbeendiscussedbyCameron(2001)whopointsoutthatwhenlisteningtoastoryinaforeignlanguage,EFLlearnersareabletorecallthemeaningofsomewordsorphrasesintheforeignlanguage.‘Althoughthestorymaybetoldintheforeignlanguage,thementalprocessingdoesnotneedtousetheforeignlanguage,andmaybecarriedoutinthefirstlanguage,orinsomelanguage-independentway’(Cameron2001:40).Asstoriesareabletoengagelearnersinusingtheirexistinglanguageresourcesandknowledgeoftheworld,readersareabletounderstandtheunderlyingmeaningandremembersomephrases.
Itshouldbenotedthatafewteachersreportedthatfromalinguisticaspect,theythemselvesalsobenefitedfromEnglishpicturestorybooks.AcommentmadebyT4providesavividexample:
TherearesomesituationsIdon’tknowhowtoexpressinEnglish,butpicturebooksletmeknowhowtoexplainasituationinsimpleEnglish.Thiskindoflearninggivesmealotofhappiness.(T4)
AsignificantimplicationhereisthatT4believedthatEnglishpicturestorybookswereabletoprovidethefunctionalandcommunicativeaspectoflanguagelearning,andhelpedhertolearnhowtocommunicatemoreefficientlyandeconomically.Thisimportantpointnotonlyechoestheconceptofthecommunicativeapproach(cf.RichardsandRodgers1986),butalsosuggeststhepotentialofpicturestorybookstohelpteachers
enhancetheir‘productiveskill’.ArecentstudyconductedbyButler(2004)revealedthatteachersofEnglishinprimaryschoolsfromKorea,Taiwan,andJapanperceivedtheirproficiencyinproductiveskills(speakingandwriting)weakerthanthoseinreceptiveskills(listeningandreading).Thegapintheirproficienciesledtheresearchertosuggestthatthereisaneedforthegovernmentsinthesecountriestoconsiderhowtoimproveteachers’proficiencyinproductivedomains,especiallywhenprimaryEFLteachersinthesecountriesareallfacingthegrowingneedtodevelopcommunicativeabilitiesintheirstudents.Findingsinthisstudysuggestthat,tosomeextent,picturestorybooksmightbearichsourceforEFLteacherstoimprovetheirproductiveskills.
Theinterviewdataindicatedthatnineoutofthetenteachersreportedthat‘stories’havethepotentialtomotivatelearning.T4andT8providedvividexamples:
Alotofstudentsarehappytohearthestoryandtheywouldask‘Couldyoutellusastoryagain?’Ithinkitishighlyrelatedtothecontentofthestory.(T4)
Agoodstorywillalwaysattractstudents.Theyliketoreadpictures,butforastorytobeattractivetostudents,thestoryitselfisveryimportant.Theendinghadbetterbeverydramatic.Somethingtheycouldnotexpect.MymotivationtouseEnglishpicturebooksisverysimple.IjustwanttousestoriestomotivatestudentstolearnEnglish.(T8)
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Downloaded from eltj.oxfordjournals.org at National Institute of Education, Nanyang Technological University on April 19, 201150Bothteacherspointedoutstudents’enthusiasmforstories,andsuggesteditwasthecontentofthestoriesthatnaturallydrewstudentsintothenarrative.ThiscorrespondstowhathasbeensuggestedbyBrewsteretal.(op.cit.)thatstoriescouldprovideanidealintroductiontotheforeignlanguageastheyarepresentedinacontextthatisfamiliartothestudents.ForEFLchildrenwhohaveacquiredtheconventionsofnarrativetheyhavelearntfromtheirmothertongue,storieshavethepotentialtohelpthemmakethelinkswiththeirpriorknowledge,andtomaketheforeignlanguageclassroomlessforeign.
T9andT4alsoprovidedtheiropinionsaboutthepowerofthestoryinengagingreadersinthenarrative.
Whenweareteachingchildren,weusetextbooks,whichareeitherfullofgrammaticalrulesordialogues.Bookslikethesearedull,asthetopicsinthesebooksmainlytalkabouteverydaylife.However,whenyouarereadingpicturebooks,youfeellikeyouarewatchingaTVprogram.TheyprovideyouwithallkindsofTVprogrammes,soitisamorefruitfulandspeciallearning.(T9)
Itistheideaandthecontent.Somestoriesareveryinteresting,sowhenyouarereadingthem,youfeelasifyouwerereadingaChinesebook,notanEnglishone.(T4)
AsnotedbyRosenblatt(1970:193)‘literatureoffersanimportantsourceofawarenessofpossiblealternatives’and,thiskindofvicariousparticipationindifferentwaysoflifehasa‘liberatinginfluence’(p.194).Theabovestatementseemstoechotheideaascommentsmadebybothteachersimpliedthatthefocusofreadingstorieswasmorecontent-based,ratherthangrammar-based.Keywordsusedbyteacherssuchas‘stories’,‘thecontent’,‘Chinesebooks’,‘TVprogrammes’,indicatethatpicturestorybookscanbringreadersanalternativeworldthatismorepleasurableandengaging,comparedwithreadingtextbooks.
AnotherissuebroughtupbyafewteachersinthissectionwasthattheybelievedthatEnglishpicturestorybookscanbeusednotonlytomotivatelearning,butalsotosustainthereadingprocess.Forexample:
Becauseoftheuseofplotsinapicturebook,apartfromlearning
vocabularies,studentscanbeinterestedinthestoryandgoonreadingsentenceswithoutbeingawareofit.(T5)
Studentsshowgreatinterestinthestory.TheyareamazedtoknowthattherearedifferentwaysoflearningEnglish.Itisfun...Formestorytellingislikeanactivity.Ateacherplantsaseedthere.ItmighthelpstudentstorealizetherearedifferentwaysoflearningEnglish.(T1)
Bothstatementssuggestthatliteratureallowsreaderstoshiftfrommechanicallanguagelearningtoamorepersonalmeaningfulcontext(CollieandSlaterop.cit.).ThestatementgivenbyT1alsoindicatesthatshebelievedthatEnglishpicturestorybookscanprovideanalternativewayoflearningEnglish,whichisdifferentfromthetextbook-basedformalteaching.
SheuHsiu-Chih
Downloaded from eltj.oxfordjournals.org at National Institute of Education, Nanyang Technological University on April 19, 2011Intermsofthevalueofreadingthepicture,twomainpointswere
suggested:(1)picturesincreasecomprehension,and(2)picturesstimulateimagination.Theuseofpicturestoincreasestudents’comprehensionofthestorywasreportedbyalltheteachers.ThestatementmadebyT7isatypicalexample:
Picturesarousetheirlearninginterests.Ifyougivethemapicturelessbook,theywouldsaytheydon’tunderstandthestory.However,ifyougivethemapicturebook:ontherightpage,itsaysabook;ontheleftpage,ithasapictureofabook,theycanunderstanditveryeasily.Itmotivatestheirlearning.(T7)
T7consideredthatpicturebookscouldfacilitateEnglishlearningandbooststudents’confidenceasreadingpicturesincreasestheircomprehensionofthetext.AsimilarcommentwasmadebyT9ashepointedoutthatreadingpictureshelpedstudentstoobtainabroadideaaboutthedevelopmentofthestory:
Theywouldlookatthepicturesandgetabroadideaaboutwhatishappening.Then,theylookatthelanguagetoseewhatexactlyishappeninginthestory.Thepurposeofusingpicturebooksistohelpthemwiththeirlanguagelearning.PicturesarejustalearningaidandIusethemtoattractlearners’attention.Iamnotanartteacher,soIdon’ttreatpicturesasamainsubjectinmyclass.Ihopewhenstudentsreadapicture,theyareattractedbyitandwon’tforgetthemeaningofthewords.(T9)
AspointedoutbySchwarcz(1982)languagedisclosesitscontentintime,whereaspicturesconfronttheviewersallatonce.Nodelman(1988)alsonotesthatourunderstandingoflanguagestartswithdetailsandmovestowardsthewhole,whereasourunderstandingofpicturesstartswithwholesandbreaksdownintodetails.ThisfeatureofpicturesallowsbeginningEFLreaderstoapplyatop-downreadingmodelwhenreadingpicturestorybooks.AsforbeginningEFLlearners
whoselimitedEnglishabilitymightconstrainthemfromconductingatop-downmodel,pictures,tosomeextent,provideasourceforthemtoformtheirowninterpretationofthestorybyactivatingtheirpriorknowledge.
Withregardtohowpicturescanstimulatechildren’simagination,theinterviewresultsuggestedthatsevenoutoftenteachersconsideredpicturesinpicturebookshadthepotentialtostimulatestudents’imagination.Forexample:
Picturesareverydifferentfromtexts.Readerscancreatethemeaningofpictures.Apicturecouldhavemanyinterpretations.Imightask:‘Whatdoyousee?’Theywillraisetheirhandsandtellmeallkindsoftheirthinking.Differentideasbumpintooneanother.Eachwillseesomethingdifferentbecausetheyhavedifferentviews.Themediator,theteacher,givesrisetoanideaandstudentsexpandit.Inthebeginning,studentsmightjustseeonepoint,but,afterthediscussion,theywillbeabletoseethingstheyhaveneverseenbefore.Sowhenyouaskifpicturebookscanstimulateimagination,Ithinkso.(T4)
UsingEnglishpicturestorybooks51
Downloaded from eltj.oxfordjournals.org at National Institute of Education, Nanyang Technological University on April 19, 2011Thevalueofthepictures
52
TwoimportantpointsaremadebyT4.First,shebelievesreaderscouldhavetheirowninterpretationofthepicturesaspicturescouldallowstudentstoexpresstheirthinkingandstimulateoneanother’sideas.ThewaythatpicturesallowdifferentinterpretationscanbelinkedwiththecharacteristicoficonicrepresentationproposedbyBruner(1971),whopointsoutthatanydomainofknowledgecanberepresentedinthreeways:enactive
representation,iconicrepresentation,andsymbolicrepresentation.Theuseofpicturesiscategorizedasiconicrepresentationthatcanstandfor
aconceptwithoutdefiningitfully.Sincetheyhavenotbeendefinedfully,theyallowreadersto‘speculate’,‘guess’,‘imagine’,andgeneratedifferentinterpretations.
Second,indiscussingthemeaningofpictures,T4regardsherselfas
a‘mediator’whosejobwasnottoprovideanswersorleadtheconversation,buttostimulatetheirimaginationthroughengagingtheminthe
discussion.Theideaofteachersasastorytellertomediatethemeaningofthestoriesandpicturestochildrenwasmentionedbyanumberoftheteachersinthisstudy(T1,T3,T5,T6,andT8).Thisnotonlysuggestsachangeoftheteachingpedagogyfromaconventionalteachingapproachthatismoreteacher-centredtoamoreinteractivewayofteachingthatallowsstudentstodeveloptheirownthinking,butalsohighlightstheroleofteachersinconveyingthehiddenmeaningsinthestorybookstothechildren.
ThepotentialofpicturestostimulateimaginationwasfurtherelaboratedbyT6.Whenshewasaskedinwhatwaypicturestorybookscanstimulatechildren’simagination,T6answered:
Pictures.Whenateacherisusingpicturebooks,sheshouldnotjustreadthewords.Ateacher’sjobisnottoreadthestory,buttotellthestory.Sheshouldleadthestudentstolookatthepicturefirst....Itisnotjustaboutreadingabook.Itisaboutleadingchildrentoexpandtheirimaginationandtorealizethedifferencebetweentheirownthinkingandtheauthor’s.Studentsmighthavedifferentopinionstowardtheprogressofthestory,whichisagoodopportunitytoletthemknowthatwearealldifferent,sowehavetorespecteachother’sopinion.(T6)
SeveralimportantpointsweremadebyT6.First,throughdiscussingandsharingdifferentinterpretationofpictures,studentswerelikelytoincreasetheirtolerancetowardsdifferentopinions.Secondwasthesignificanceofleadingstudentstolookatthepictures,ratherthanjustreadthe‘words’,becausepicturescouldencouragemultipleinterpretationsandcouldexpandreaders’imagination.T6believedthepotentialofpicturesindevelopingstudents’abilitytoappreciateartsandexpandingtheir
imagination,andalsohighlightedtheimportantrolethatteachersplayedinthereadingprocess.Havingmentionedthepotentialofpicturesin
stimulatingstudents’imagination,shealsopointedoutthatthisabilitydidnotcomenaturally.Studentsneededtolearntheabilityandteachersplayedacrucialroleinhelpingthemtodeveloptheabilitytoreadpictures:Iamnotavisual-orientedperson,soItendtoplacealltheemphasisonreadingwords.Thiskindofeducationhandicapsmyabilitytoappreciateart,soIhopemychildandallthechildrencanlearnhowtoexpandtheir
SheuHsiu-Chih
Downloaded from eltj.oxfordjournals.org at National Institute of Education, Nanyang Technological University on April 19, 2011imaginationbyreadingpicturesfirst,ratherthanreadingwordsandsentencesfirstandbeingledbylanguageonly.Byreadingpicturesfirst,theymighthavetheirowninterpretation,thenreadthebookandcomparethedifference.(T6)
Theideaofteacher’slearningstyleemergeshere.DespitethefactthatT6consideredherself‘notavisual-orientedperson’,shewaswellawareofthefeatureofpicturesingeneratingvariousinterpretations,andthepotentialofpicturestoexpandthestudents’imagination.Theideaaboutencouragingchildrentocreatetheirowninterpretation,andhelpthemtocomparedifferentversionsofinterpretationechoedwhathasbeendiscussedearlierbyT4abouttheroleofteacherswasnotameaningprovider,butamediatorwhofacilitatedthediscussionandlearning.
Afewteacherssuggestedthatpictureshavethepowertostimulatereadersandliberatethemfromtheirownperspectiveandimprovetheirperceptionoftheworld.StatementsmadebyT9andT10seemedtosuggestthispointofview.
Whenachildreadsapicture,suchassomeonedrawingacurtain,hewouldusehispriorknowledgeeithertoagreeordisagreewiththedescription.Thisisatypeofstimulation...Childrenwouldlookatthepicturesandwonderwhytheydrawthepicturelikethis.(T9)
Generallyspeaking,IthinkChinesechildrenaredull.Theyarenotverycreative,sowhentheyreadsomethingcreative,itexpandstheirperspectiveoftheworldandstimulatestheirimagination.(T10)Bothstatementsimplythatreadingpicturesillustratedfromdifferentculturesmightprovidestudentsdifferentperspectivestolookatlife.ThecommentmadebyT9abouthowstudentsusedtheirpriorknowledgetoformasetofexpectationsaboutthepicture,andthenconfirmorrejectthem,seemstocorrespondtothetop-downreadingmodel.ThegapbetweenEFLlearners’priorknowledgeoftheworld,andtheworldrepresentedinthepicturestorybooksmightbeoneofthereasonsthatpicturestorybookscouldbeusedtostimulatereaders’imagination.ThispointiselaboratedbyKressandVanLeeuwenwhosuggestedthatthechallengesofreadingpicturesmightbeanopportunityforchildrentoexercisetheirimagination:
Visualenigmacanchallengeparentsandchildrentoexercisetheir
imagination.Toincludeintheirthinkingelementsthatdonoteasilyfitinwiththetraditionalorderofthings,totoleratesomeambiguity,toallowtheinclusionofthe‘other’intheirconstructionoftheworld.(KressandVanLeeuwen1996:26)
AccordingtoKressandVanLeeuwen,picturescanencouragetoleranceandthushelptoincreaseunderstandingofotherculture.EventhoughKressandVanLeeuwendonotparticularlyrefertotheEFLcontext,thisabilitytolearnhowtoinclude,tolerate,andallowdifferentelementsinthe
interpretationisespeciallyevidentforEFLlearners.Fromtheaspectofdifferentcultures,itcanbearguedthatforchildrenwhoarereadingpicturesillustratedfromanothercountry,thechallengesmaybegreaterthan
readingpicturesfromtheirowncountry.However,thechallenges,tosome
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Downloaded from eltj.oxfordjournals.org at National Institute of Education, Nanyang Technological University on April 19, 2011extent,canbeperceivedasanexcellentopportunityforthemtoraisetheirculturalawareness.Teachers’commentsinthissectionsuggestthatthedifferent‘convention’embeddedinthepicture,tosomeextent,havethepotentialtostimulateEFLchildren’simagination.However,itwasthroughthediscussion,thatstudentslearnthowtobetolerantofdifferentideasandincreasetheirunderstandingofthepictures.
Summary
TheresultsofthisstudysuggestthreeeducationalvaluesofusingEnglishpicturebooksperceivedbytheteachersinTaiwan.Throughanalysingthesevalues,animportantpatternabouthowteachersusedthestoryemerged;morethanhalfoftheteachersemphasizedtheimportanceofteachersasamediatorduringstoryreading,especiallyindiscussingthemeaningofthepictures.AnimportantpointmadebyteachersabouthowpicturescanallowreaderstomaketheirowninterpretationsandtoencouragediscussionprovidessomeinsightsintounderstandingtheeducationalvalueofpicturestorybooksinEFLteachingandlearning.FinalrevisedversionreceivedDecember2005
Note
Littlewood,W.1981.CommunicativeLanguageTheterm‘picturestorybooks’istakentomeanTeaching:AnIntroduction.Cambridge:CambridgeabookthatusespicturesandwrittentextstotellUniversityPress.
astory,andbothmediaplayequalrolesintellingtheNodelman,P.1988.WordsaboutPictures:The
story.
NarrativeArtofChildren’sPictureBooks.Atlanta,GA:TheUniversityofGeorgiaPress.
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