The Creative Potential of Multilingual Picturebooks: Perspectives from Literary Studies and Foreign Language Teaching Research

Publikation: Beiträge in SammelwerkenKapitelbegutachtet

Standard

The Creative Potential of Multilingual Picturebooks: Perspectives from Literary Studies and Foreign Language Teaching Research. / O’Sullivan, Emer; Rösler, Dietmar.
Creative Readings of Multilingual Picturebooks: International and Transdisciplinary Perspectives. Hrsg. / Esa Christine Hartmann; Áine McGillicuddy. Taylor and Francis Inc., 2025. S. 105-121 (Routledge research in literacy education).

Publikation: Beiträge in SammelwerkenKapitelbegutachtet

Harvard

O’Sullivan, E & Rösler, D 2025, The Creative Potential of Multilingual Picturebooks: Perspectives from Literary Studies and Foreign Language Teaching Research. in EC Hartmann & Á McGillicuddy (Hrsg.), Creative Readings of Multilingual Picturebooks: International and Transdisciplinary Perspectives. Routledge research in literacy education, Taylor and Francis Inc., S. 105-121. https://doi.org/10.4324/9781032655376-10

APA

O’Sullivan, E., & Rösler, D. (2025). The Creative Potential of Multilingual Picturebooks: Perspectives from Literary Studies and Foreign Language Teaching Research. In E. C. Hartmann, & Á. McGillicuddy (Hrsg.), Creative Readings of Multilingual Picturebooks: International and Transdisciplinary Perspectives (S. 105-121). (Routledge research in literacy education). Taylor and Francis Inc.. https://doi.org/10.4324/9781032655376-10

Vancouver

O’Sullivan E, Rösler D. The Creative Potential of Multilingual Picturebooks: Perspectives from Literary Studies and Foreign Language Teaching Research. in Hartmann EC, McGillicuddy Á, Hrsg., Creative Readings of Multilingual Picturebooks: International and Transdisciplinary Perspectives. Taylor and Francis Inc. 2025. S. 105-121. (Routledge research in literacy education). doi: 10.4324/9781032655376-10

Bibtex

@inbook{29aaa9714b254916b1a6f35be78baee4,
title = "The Creative Potential of Multilingual Picturebooks: Perspectives from Literary Studies and Foreign Language Teaching Research",
abstract = "This chapter considers the specifics of multilingual picturebooks and shows how they can be successfully integrated into foreign language teaching. The most common form of multilingualism in picturebooks is parallel bilingualism, where a text is translated and presented in both languages. More experimental are forms of interlingual multilingualism in which the languages are not segregated but intermingled, either by integrating individual lexical elements of different languages, as in macaronic texts, or by combining natural and invented languages. Genuinely multilingual texts go beyond this, by fundamentally intermingling languages and making this a constitutive factor of the entire narrative. Arguments against using languages other than the target one have a long history in foreign language teaching discourse. Bilingual texts, in particular, challenge the dogma of monolingualism in the foreign language classroom, a dogma now contested by research on plurilingualism and foreign language teaching. The chapter presents a brief summary of these main arguments and discusses how multilingual picturebooks that are not only multilingual but also multimodal can be used for various language teaching activities with different groups, ranging from reading comprehension to project work. And, above all, for aesthetic education and to promote the equal valorisation of different perspectives.",
keywords = "Literature studies, English",
author = "Emer O{\textquoteright}Sullivan and Dietmar R{\"o}sler",
note = "Publisher Copyright: {\textcopyright} 2025 selection and editorial matter, Esa Christine Hartmann and {\'A}ine McGillicuddy.",
year = "2025",
month = feb,
day = "18",
doi = "10.4324/9781032655376-10",
language = "English",
isbn = "9781032639017",
series = "Routledge research in literacy education",
publisher = "Taylor and Francis Inc.",
pages = "105--121",
editor = "Hartmann, {Esa Christine} and McGillicuddy, {{\'A}ine }",
booktitle = "Creative Readings of Multilingual Picturebooks",
address = "United States",

}

RIS

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AU - O’Sullivan, Emer

AU - Rösler, Dietmar

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PY - 2025/2/18

Y1 - 2025/2/18

N2 - This chapter considers the specifics of multilingual picturebooks and shows how they can be successfully integrated into foreign language teaching. The most common form of multilingualism in picturebooks is parallel bilingualism, where a text is translated and presented in both languages. More experimental are forms of interlingual multilingualism in which the languages are not segregated but intermingled, either by integrating individual lexical elements of different languages, as in macaronic texts, or by combining natural and invented languages. Genuinely multilingual texts go beyond this, by fundamentally intermingling languages and making this a constitutive factor of the entire narrative. Arguments against using languages other than the target one have a long history in foreign language teaching discourse. Bilingual texts, in particular, challenge the dogma of monolingualism in the foreign language classroom, a dogma now contested by research on plurilingualism and foreign language teaching. The chapter presents a brief summary of these main arguments and discusses how multilingual picturebooks that are not only multilingual but also multimodal can be used for various language teaching activities with different groups, ranging from reading comprehension to project work. And, above all, for aesthetic education and to promote the equal valorisation of different perspectives.

AB - This chapter considers the specifics of multilingual picturebooks and shows how they can be successfully integrated into foreign language teaching. The most common form of multilingualism in picturebooks is parallel bilingualism, where a text is translated and presented in both languages. More experimental are forms of interlingual multilingualism in which the languages are not segregated but intermingled, either by integrating individual lexical elements of different languages, as in macaronic texts, or by combining natural and invented languages. Genuinely multilingual texts go beyond this, by fundamentally intermingling languages and making this a constitutive factor of the entire narrative. Arguments against using languages other than the target one have a long history in foreign language teaching discourse. Bilingual texts, in particular, challenge the dogma of monolingualism in the foreign language classroom, a dogma now contested by research on plurilingualism and foreign language teaching. The chapter presents a brief summary of these main arguments and discusses how multilingual picturebooks that are not only multilingual but also multimodal can be used for various language teaching activities with different groups, ranging from reading comprehension to project work. And, above all, for aesthetic education and to promote the equal valorisation of different perspectives.

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PB - Taylor and Francis Inc.

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DOI