Young learners “read” their picturebooks: a multidimensional study on students with migration biography

This study aimed at shedding light into the L2 learners’ behaviour with regard to approaching and “reading” picture-books. More specifically, 25 students with migration biography were engaged in this study designed with the purpose to investigate their responses to and the strategies for approaching picture-books in Greek language. The sample of the study consisted of 15 female and 10 male students (10 years of age) learning Greek for 4 years in Larissa (Central Greece). Towards that goal, the researchers were based on the framework of students’ responses developed by Mourão (2012) as an adaptation of Sipe’s system (2008). In particular, they focused on investigating students’ analytical responses with regard to a) Narrative meaning, b) Illustrations, c) Book as an object and d) Linguistic codes. Within this context, the researchers made use of special record protocols and observation sheets to identify students’ responses and their repertoire while reading their picture-books. Following the analysis of the data, various findings have been revealed. Specifically, the students’ responses seemed to center around the characters of the pictures and pre-/post- scenes based on the picture of the page. In parallel, they appeared to identify, label and describe items that impress them most while they referred to the author of the book and the illustrator of the picture. Last, the students translated words into their L1, paraphrased words/phrases that they were not able to say, and they seemed to make use of coinage and inter-/self-correction techniques. Therefore, proposals for multiple use of picture-books within the second language education context are made to facilitate and enhance students’ language development and creativity.