Elementary teachers’ reflections on their design of concept-based instruction centered on critical literacy using English picture books

This qualitative case study explored six elementary teachers’ reflections on designing critical literacy-centered concept-based English lessons using picture books. The teachers’ written reflections on their projects comprised the data, with the teachers’ lesson designs and the researcher’s observations providing additional data sources. The findings revealed that the teachers exhibited critical thinking in drawing concepts from the picture books, and some of them connected critical thinking to critical literacy by addressing students’ lives and relevant issues. However, the teachers went through challenges in conceptualizing the elements of the picture books and organizing them into concept-based lessons. Despite their difficulties, they recognized that engaging in the project provided them with a broader perspective in teaching English, which contributed to their professional growth. This study has implications for teacher education and future studies.