Table Of ContentCHILDREN’S LITERATURE IN
C
H
IL
D Multilingual
R
Trentham E
N
Books
’S
L
IT
E
R CLASSROOMS
‘This is an inspirational book revealing the cognitive, social and A
T
emotional strengths of migrant children when teachers promote the U
home languages and stories of their families.’ R
E
—Professor Eve Gregory, Goldsmiths, University of London IN
In the true multilingual classroom, children use a variety of languages to M
From multiliteracy to multimodality
learn: their home languages, the school language, foreign and second U
L
languages offered in the curriculum, minority languages, endangered T
languages. Transforming our monolingual classrooms into spaces where a IL
IN
multiplicity of languages can thrive remains a pedagogical challenge for most G
teachers, but greatly enhances the children’s learning. U
A
L
The authors in this collection describe inspirational initiatives in the C
teaching of literacy and the role of children’s literature in multilingual primary L
A
classrooms. Accounts by teachers and researchers from the UK, Canada,
S
France, New Zealand, Finland, Spain and Austria of recent innovative S
R
classroom-based research projects illustrate new conceptualizations of O
multilingual literacies and their pedagogical impact in the various teaching O
M
contexts.
S
The book explores new forms of pedagogy and presents inspiring examples,
such as the ‘Little Books’, that teachers can adapt to the circumstances and
E
d
interests of all the children in their classrooms. Every teacher educator, and ite
any school with children who speak languages other than the official one, d b
y
needs this book. C
h
Dr Christine Hélot is Professor of English in the Teacher Education ristin
Department of the University of Strasbourg in France. e H
é
Dr Raymonde Sneddon is Research Fellow in Language and Education at lot, R
the Cass School of Education and Communities, University of East London. a
y
m
Dr Nicola Daly is Senior Lecturer in the Faculty of Education, University of on
d
Waikato, New Zealand e
S
n
e
‘The book will inspire researchers, teachers and educators around d
d
the world who are seeking ways to draw upon and foster children’s on
a
linguistic and cultural resources.’ n
d
—Dr Charmian Kenner, Goldsmiths, University of London N
ic
o
la
D
a
ly
ISBN 978-1-85856-557-6 Institute of Education Press
20 Bedford Way Edited by Christine Hélot,
London
WC1H 0AL Raymonde Sneddon and Nicola Daly
9 781858 565576 http://ioepress.co.uk
‘This original collection of international studies brings together a range of
theoretical perspectives to show how children’s literature can be effectively
used in the multilingual classroom. The book will inspire researchers,
teachers and educators around the world who are seeking ways to draw
upon and foster children’s linguistic and cultural resources.’
Dr Charmian Kenner, Goldsmiths, University of London
‘This is an inspirational book revealing the cognitive, social and emotional
strengths of migrant children when teachers promote the home languages
and stories of their families. It illustrates innovative and excellent
pedagogical practice by teachers across the world and thus provides an
essential resource for classrooms and teacher education courses.’
Professor Eve Gregory, Goldsmiths, University of London
Children’s Literature in
Multilingual Classrooms
This book is dedicated to
Nil, Luan, Sophie, Charlotte, Alex and Helen,
the children and grandchildren born to the
authors during this book’s production.
Children’s Literature in
Multilingual Classrooms
From multiliteracy to multimodality
Edited by Christine Hélot, Raymonde
Sneddon and Nicola Daly
Foreword by Jim Cummins
A Trentham Book
Institute of Education Press
First published in 2014 by the Institute of Education, University of London,
20 Bedford Way, London WC1H 0AL
www.ioe.ac.uk/ioepress
© Christine Hélot, Raymonde Sneddon and Nicola Daly 2015
British Library Cataloguing in Publication Data:
A catalogue record for this publication is available from the British Library
ISBNs
978-1-85856-557-6 (paperback)
978-1-85856-648-1 (PDF eBook)
978-1-85856-649-8 (ePub eBook)
978-1-85856-650-4 (Kindle eBook)
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior permission of the
copyright owner.
Every effort has been made to trace copyright holders and to obtain their permission
for the use of copyright material. The publisher apologizes for any errors or omissions
and would be grateful if notified of any corrections that should be incorporated in
future reprints or editions of this book.
The opinions expressed in this publication are those of the authors and do not
necessarily reflect the views of the Institute of Education, University of London.
Typeset by Quadrant Infotech (India) Pvt Ltd
Printed by CPI Group (UK) Ltd, Croydon CR0 4YY
Cover art: Ayshat Gukhaeva / MariaTkach (Thinkstock)
Contents
Acknowledgements ix
About the contributors x
Foreword by Jim Cummins 1
Introduction by Christine Hélot 8
Part One: From translation to translanguaging in children’s
literature
1 The changing role of translators in a bilingual context:
Catalan (in)visibility and the translation of children’s
literature 18
Maria González Davies
2 Windows between worlds: Loanwords in New Zealand
children’s picture books as an interface between
two cultures 35
Nicola Daly
3 Translating heritage languages: Promoting
intercultural and plurilingual competences through
children’s literature 47
Caterina Sugranyes Ernest and Maria González Davies
Part Two: New pedagogies of multiliteracy: Metalinguistic
awareness, multimodality and funds of knowledge
4 Children’s literature as a catalyst for dual language
awareness 64
Roy Lyster
5 DIY plurilingual literature: A multimodal approach to
linguistic inclusion in the urban elementary classroom 84
Heather Lotherington
vii
6 Interweaving cultures through bilingual fairy tales:
A communitarian programme linking family and
school literacy practices 104
Judith Oller
Part Three: Multiliteracy pedagogy in practice: Children
as authors
7 Reading and making books in two languages 121
Raymonde Sneddon
8 From a school task to community effort: Children as
authors of multilingual picture books in an endangered
language context 138
Anne Pitkänen-Huhta and Sari Pietikäinen
9 The big world of ‘Little Books’ 154
Christian Schreger and Stefan Pernes
Index 171
viii
Acknowledgements
Our grateful thanks to the many teachers and students who have shared
their questions with us and challenged us to think critically about literacy
and multilingualism.
ix
