Keywords
inglés (lengua extranjera)
literatura infantil
enseñanza de lenguas
pensamiento docente picturebook
English (foreign language)
children's literature
language teaching
teacher thinking
How to Cite
Abstract
Numerous research studies have addressed the usefulness of authentic children’s literature in foreign language teaching, but few have explored teachers’ opinions on the viability of applying a particular type of illustrated literature—the picturebook—to the teaching of English as a Foreign Language (EFL). The aim of this qualitative study was to analyse the beliefs of four teachers about selecting literary works for the EFL classroom and the suitability of the picturebook in this context. Data was collected through semi-structured interviews and examined through inductive categorical analysis. The results showed that the possibility of working on specific language content was one of the main criteria applied to the selection and use of children’s literature in the EFL classroom. Furthermore, the participants assessed the cognitive difficulty associated with certain literary features of the contemporary picturebook as an obstacle to its use in the EFL classroom. The exploration of the teachers’ beliefs revealed that they favoured the use of children’s literature to promote functional literacy in English but not to improve literary literacy or the students’ cognitive skills in the EFL classroom.
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