Theory of Mind in Dual Language Picturebooks
Exploring Secondary Students' Perceptions
DOI:
https://doi.org/10.21153/pecl2025vol29no1art2083Keywords:
dual-language picture books, linguistic knowledge, identity, cultural knowledge, secondary students, high school students, theory of mind, interdependence hypothesis, Aotearoa New Zealand, translanguagingAbstract
Most research with dual language picturebooks has focussed on early childhood and primary aged children. This article describes the response of secondary students to three of the dual language picturebooks used over six sessions in a secondary school in Aotearoa New Zealand. Participants viewed and read a variety of types of dual language picturebooks, completed activities, and discussed their responses to the picturebooks. Data was collected from the students via audio recordings, field notes, artefacts, and written responses. The findings show participants employed theory of mind, and utilised Cummins’ (1981) interdependence hypothesis to respond to the picturebooks and discuss issues which affirmed their cultural and linguistic identities. Participants engaged enthusiastically with unfamiliar languages and cultures by drawing on their personal experiences. This study is the first to contribute to understandings of how dual language picturebooks may be used with secondary students to support their academic achievement and engagement through celebrating linguistic and cultural knowledge.
References
Dual language picturebook reference list
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