Fostering Narrative Empathy Through Picture Books in the English as a Foreign Language Classroom

Author:

Berzal-Gracia Paula1,Reyes-Torres Agustín1ORCID,Bataller-Català Alexandre1

Affiliation:

1. Universitat de València, Spain

Abstract

Literacy as well as literary education increasingly play an essential role in English as a foreign language pedagogy. This chapter seeks to establish a relationship between the development of literacy and narrative empathy with primary students in the English as a foreign language classroom. After designing a didactic sequence based on picture books and other multimodal resources and then implementing it in a fourth-grade class, the authors qualitatively assessed students' ability to describe and identify in English the feelings and motivations of literary characters. The findings reveal that primary students reflect upon the narrative and affective situations encountered in the stories they read and were able to engage in a process of meaning-making in English.

Publisher

IGI Global

Reference50 articles.

1. Bataller, A., & Reyes-Torres, A. (2019). La pedagogía de las multiliteracidades y la experiencia estética como elementos clave en la enseñanza y el aprendizaje de lenguas. Por la consolidación de un paradigma. Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas, 13(26), 13-30.

2. Picture books in EFL; vehicles of culture and visual literacy

3. Outline of discourse transcription;J.Bois;Talking data: transcription and coding in discourse research,1993

4. Empatía narrativa

5. Self-Affection and Perspective-Taking: The Role of Phantasmatic and Imaginatory Consciousness for Empathy.;T.Breyer;Topoi,2019

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