Abstract
Through this study, Nicola Daly seeks to understand the factors influencing the writing and layout of dual-language picturebooks featuring English and an indigenous language. Semi-structured interviews with five authors were conducted, and findings indicated that authors were often motivated to produce bilingual picturebooks that would increase the visibility and status of indigenous languages both at school and at home. They also design their books as language learning supports and resources that can contribute to the revitalization of the indigenous languages.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Bookbird: A Journal of International Children's Literature
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
