Wordless picture books are increasingly being used in language learning, and there are many reasons why they are considered helpful for ELs. First, it can be argued that wordless picture books are much more efficient in engaging viewers in the storyline than traditional books with texts and pictures. This, in turn, furthers mental work as the viewers process the properties and meanings of the visual narrative, connecting it to their own life experiences. In contrast to textbooks, wordless picture books also present more opportunities for different interpretations, which involves students in the process of meaning-making. Together, these factors stimulate students’ “oral and written linguistic output,” which is one of the key requirements of ELP Standards (Louie and Sierschynski 108). Instructions that guide students to talk and write about the storylines can also be provided.
Working in small groups, students feel more encouraged to share their thoughts about the story, while teachers provide them with guidance to explore different layers of reading through multiple viewings. These layers can include “setting, character, and textual structure,” with teachers providing “the academic language, including vocabulary for literary elements and text structures for literary and informational texts” (Louie and Sierschynski 109). Thus, students learn to construct a written text through discussions based on wordless picture books.
Therefore, it can be stated that wordless picture books can be extremely helpful in developing students’ language skills. Discussions based on such books can stimulate “book-based oral language, enabling ELs to acquire the knowledge and language of literary elements and structure” (Louie and Sierschynski 110). Compared to the activities based on traditional textbooks, students have more freedom to explore different meanings of the story in pictures and generally feel more encouraged to participate in the discussion.
Work Cited
Louie, Belinda, and Jarek Sierschynski. “Enhancing English Learners’ Language Development Using Wordless Picture Books.” The Reading Teacher, vol. 69, no. 1, 2015, pp. 103-111, Web.