Telling stories multimodally: what observations of parent-child shared book-reading activities can bring to L2 kindergarten teachers’ training

Abstract

In Chapter 6, Pauline Beaupoil-Hourdel presents multimodal and plurisemiotic analyses of storytelling activities in adult-child dyadic interactions at home in France and analyzes the extent to which this context can inform the professionalization of teachers in the 21st century. Findings show that spontaneous adult-child interactions during storytelling and shared book reading at home provide valuable insights for kindergarten and primary school teachers to teach an L2, as well as new multimodal perspectives on fostering linguistic, narrative, and communication skills in young children at school.