Abstract
This study addressed how picture books featuring international characters could potentially support international students in their transitions to a new Western cultural and social context. Drawing on culturally sustaining pedagogy (Paris, 2012), community of practices (Lave, 1996), and reader‐response theory (Rosenblatt, 1982), this article identifies a collection of picture books, qualitatively analyzes picture books’ themes and affordance for preparing international students to join dominant social conversations through literacy practices, showcases potential pedagogical applications in college ESL classrooms, and discusses implications for ESL teacher education and professional development.
Published Version
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