The document discusses the pedagogical value of using picture books and young adult literature to develop multilingualism and multiliteracies in children. It outlines goals of exploring the potential of stories to develop linguistic and identity skills. A case study is described that analyzes how multilingual families engage with storytelling and reading in their languages. Theoretical frameworks on lexical priming, dynamic multilingualism, and multiliteracies are discussed. Results showed that multisensory teaching using stories in multiple languages and formats best supports children's language development and literacy.

1. Are you sitting comfortably?
About the value of stories in the development of
multilingualism and multiliteracies
Claudia Mewald
Sabine Wallner
Agnes Klein

2. Goals
1. Pedagogical value and usability of picture books & YAL in
the education of multilingual children and teenagers
2. Potential in developing linguistic and affective
competences
3. Role of stories in creating identity and intercultural
awareness
4. Methodological strategies in the development of
multilingual literacy and transcultural competence

3. Picture books & YAL: Usability
Listen with Mother
Betthupferl
Sandmänchen
Sandman
modern media
Are you sitting
comfortably?

4. Picture books & YAL: Usability
Listen with Mother
Betthupferl
Sandmänchen
Sandman
modern media
Are you sitting
comfortably?

5. Picture books & YAL: Usability
Listen with Mother
Betthupferl
Sandmänchen
Sandman
modern media
Are you sitting
comfortably?

6. Picture books & YAL: Usability
Listen with Mother
Betthupferl
Sandmänchen
Sandman
modern media
Are you sitting
comfortably?

7. Picture books & YAL: Usability
Listen with Mother
Betthupferl
Sandmänchen
Sandman
modern media
Are you sitting
comfortably?

8. Design & Sample
Case study (Creswell 1994, 1998; Merriam 1998; Stake 1995, 2000; Yin 1989, 2009)
Sample: 4 families, 8 children
Data collection: observations (parents, teachers, researchers)
research diaries (parents, researchers)
interviews (researchers)
document research (researchers)
Data analysis: triangulation & constant comparative method

9. Design & Sample
Case study (Creswell 1994, 1998; Merriam 1998; Stake 1995, 2000; Yin 1989, 2009)
Sample: 4 families, 8 children
Data collection: observations (parents, teachers, researchers)
research diaries (parents, researchers)
interviews (researchers)
document research (researchers)
Data analysis: triangulation & constant comparative method
A case study is an empirical inquiry that
investigates a contemporary phenomenon
in depth and within its real-life context,
especially when the boundaries between
phenomenon and context are not clearly
evident. (Yin 2009: 18)
We would like to hear their stories. […] we
enter the scene with a sincere interest in
learning how they function in ordinary
pursuits and milieus and with a willingness
to put aside many presumptions while we
learn.
(Stake 1995:1)

10. Theoretical framework
concepts of multiliteracies lexical priming
variation theory
dynamic model of multilingualism
dynamic chaos theory
language socialisation
Cope & Kalantzis 2000
Marton 2015
Hoey 2005
Kramsch 2002
Norton 2013
Norton & McKinney 2011
Grosjean, 2010
Herdina & Jessner 2000
Larsen-Freeman 1997

11. Lexical Priming &
Variation Theory
Lexical Priming is a
potentially personal
and unique process.
Learners need to be
surrounded by a
variety of authentic
input for Lexical
Priming to be
activated.
(Hoey 2005)
A key to better learning
lexis is the variation
among examples,
illustrations, activities
etc.
(Marton 2015)

12. Lexical Priming &
Variation Theory
Characteristics of
language development
in multilingual systems:
- non-linearity
- reversibility
- stability
- interdependence
- complexity
- change of quality
(Herdina & Jessner 2002:89)
Language acquisition
does not happen
in a linear way
or in concentric circles
Language acquisition
happens in loops.
(Larsen-Freeman 1997)
Input does not necessarily equal intake

13. Lexical Priming &
Variation Theory
The opportunities to
use languages in
situations of
storytelling give the
listeners or readers
reason to create
ownership, an
important component
for social and
linguistic identity.
(Norton 2013;
Norton & McKinney 2011)
As novice members
learn from more
expert members how
to use language
accurately and
appropriately, they
enact social
relationships and
other sociocultural
phenomena that will
make them into
expert members.
(Kramsch 2002:2)

14. Lexical Priming &
Variation Theory
International
communication,
globalisation and
increased mobility
require people to be
able to identify
differences in
meaning-making from
one linguistic or
social context to
another and to react
spontaneously
through adjusting to
multilingual situations
immediately.
(Cope & Kalantzis 2000)
A multiliteracies approach
should increase the
traditional range of
literacy pedagogy by
bringing multimodal
representations and
situations into learning
situations inside and
outside schools.
Features typical of the
new, digital media should
supplement approaches
relying exclusively or
primarily on alphabetical
forms.
(Cope & Kalantzis, 2000)

15. Designs of meanings
The Redesigned
founded on
historically and
culturally perceived
patterns of meaning;
the “Redesigned”
becomes new
“Available Design” -
a new meaning
making resource
Available Designs
stories as
resources for
meaning in
multiple
languages and/or
representations
(visual, text,
video,
gamification…)
Designing
reconstruction and
renegotiation of story
and identity through
socialising content and
context; active
intervention in
“Designing” also
transforms the
designer

16. The Mitten
(Brett 1996)
Available design

17. Personalised lexical
notebook created by a
child together with a
parent through adding
the animals’ names in
the girl’s three
languages
after watching videos
of the original versions
in Ukrainian and
Russian
Designing

18. When children create their own stories from the Available Design and their
Design in a mind map, a labelled drawing or in a drama activity, they create
new, unique products of human agency. This is also the process how
stories have been handed on from generation to generation including all the
variations in language, culture and identity the world knows.
The Redesigned

19. The notion of Design recognises the iterative nature of meaning-making,
drawing on Available Designs to create patterns of meaning that are more or
less predictable in their contexts. […] Listeners and readers encounter texts
as Available Designs. They also draw upon their experience of other
Available Designs as a resource for making new meanings from the texts
they encounter.
(Cope & Kalantzis 2000:22-23)
Personalised
mind map
“Alex Rider”
(character
description)

20. The Redesigned becomes a new Available Design, a new meaning-making
Resource. Through these processes of Design … meaning-makers remake
themselves. They reconstruct and renegotiate their identities.
(Cope & Kalantzis 2000:23)
Reconstruction of
“The Mitten” in two
variations of genre:
acting and reporting

21. Summary of results
- children growing up in a multilingual environment respond to storytelling or story
reading in their preferred languages including linguistic, visual, and kinaesthetic
forms, disregarding the fact that they might not be understood
- some children develop their own interlanguage which can only be understood by
siblings or peers
- children who perceive their utterances not fully comprehensible often react with a
silent phase or a refusal to communicate in a second or third language for some
time
- silence is not a complete closure - children observe, listen, and learn; eventually
they come up with an accurate and active use of the additional languages they
have been taking in but not using actively

22. - children growing up in bilingual or multilingual contexts have a ready
awareness of the varieties of languages and of their accurate forms
- reluctance to use pidgin forms outstrips the desire to communicate and
children avoid the language they do not feel confident in
- early language learning in educational contexts benefits from familiarity of
content and context
- multisensory teaching (all channels of intake in combination with picture
books, story books, or even simple resources such as photo albums) and a
multilingual approach (including the family) support children in making the
necessary connections to comprehend even complex storylines
- a multiliteracies approach to storytelling and reading including a variety of
channels of input and varying that input also in language provides
multimodal opportunities for language acquisition and the development of
literacy

23. Picture books & YAL: Value
- listening to the same stories in different varieties of genres
as well as languages
- connections beyond language: KOW, previous knowledge,
visual clues
- repetitive elements - springboards for designing
- writing, drawing, adding stickers etc. - means of story
adaptation and personalisation - redesign
- conceptualisation of stories though multiliteracies in a much
broader sense than through traditional approaches alone

24. Thank you for your attention!
claudia.mewald@ph-noe.ac.at

25. References
Cope, B., & Kalantzis, M. (2000). Multiliteracies. Literacy learning and the design of social futures. London: Routledge.
Creswell, J. W. (1994) Research design. Qualitative and quantitative approaches. Thousand Oaks: SAGE.
Creswell, J.W. (1998) Qualitative Inquiry and Research Design. Choosing Among Five Traditions. Thousand Oaks: SAGE.
Grosjean, F. (2010). Bilingual: Life and Reality. Cambridge: Harvard University Press.
Herdina P. & Jessner U. 2002): A Dynamic Model of Multilingualism. Clevedon: Multilingual Matters Ltd.
Hoey, M. (2005): Lexical Priming. New York: Routledge.
Kramsch, C. (Ed.). (2002). Language Acquisition and Language Socialization. London: Continuum.
Larsen-Freeman, J. (1997): Chaos/Complexity Science and Second Language Acquisition. Applied Linguistics: Vol 18, No 2, 141- 164.
Marton, F. (2015). Necessary Conditions of Learning. New York: Routledge.
Merriam, S. B. (1998) Qualitative Research and Case study Applications in Education. San Francisco: Jossey-Bass.
Norton, B. (2013). Identity and Language Learning. Extending the Conversation. Bristol: Mutilingual Matters.
Norton, B., & McKinney, C. (2011). An identity approach to second language acquisition. In D. Atkinson, Alternative approaches to second language
acquisition (Kindle Ausg., S. 73-94). Milton Park: Routledge.
Stake, R.E. (2000) ‘Case Studies’ in Denzin N. K. & Lincoln, Y. S. : Handbook of Qualitative Research (2nd ed.). Thousand Oaks: Sage Publications
pp. 435-454.
Stake, R. (1995) The Art of Case Study Research, Thousand Oaks, CA: Sage Publications.
Yin, R. K. (1989) Case study research: Design and methods (2nd ed.).Newbury Perk, CA: Sage Publications.
Yin, R. (2009) Case Study Research: Design and Methods, fourth edition, Thousand Oaks, CA: Sage Publications.