Abstract
This article highlights the benefits and the complexities of providing books in translation for primary classrooms. It compares the prolific publication of children's books in translation in mainland Europe with the reluctance of UK publishers to include translated books on their lists and considers some of the difficulties confronting translators of picture books. The article proceeds to describe the development of a European project, set up in 1996, to develop a collection of picture books, from all EU member states, which would help primary children to understand more about Europe mainly through reading the visual narratives. The ways in which this European Picture Book Collection (EPBC) has enabled primary schools throughout Europe to have access to each other's cultures is outlined. The paper ends with a description of a Semiotic Text Analysis (STA) that was developed to provide a framework for discussing the visual narratives of the collection.
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