In 2023, Gail Ellis and Tatia Gruenbaum wrote a picturebook-based lesson series for the British Council Teaching English called ‘Exploring Social Issues’. They chose four picturebooks which discuss social issues such as experiencing homelessness, relying on foodbanks and turning to crime and bullying to survive or save face and linked to the United Nations Sustainable Development Goals (#1, #2) and The United Nations Convention on the Rights of the Child (#9, #19, #24, #26, #27, #40).

The lessons are informed by a story-based methodology (Ellis and Brewster, 1991; 2014) and a story-based e-methodology for video picturebook read-alouds (Ellis and Gruenbaum, 2023). In addition, the lessons are embedded in a children’s rights perspective and comprises three categories: protection, provision and participation. This threefold categorisation is referred to  as the ‘3Ps’ which  we have applied to our picturebook-based English Language Teaching (ELT) lessons to create a pedagogical framework (see below). This framework enables teachers to create a relationship of shared control with their pupils and allows pupils  to exercise their agency and participate  fully in their own learning.

The following table offers an outline of the ‘3Ps’ in picturebook-based ELT:

Protection

Teachers set up a safe space in a positive, inclusive classroom climate where all pupils are respected and learn with and from each other. Pupils may encounter social issues for the first time in the classroom which provides a window into the lives of people different to their own or may offer children who are experiencing difficult circumstances the opportunity to understand that they are not alone. It is especially important, therefore, to ensure a learning environment conducive to exploring such topics and to encourage empathy and understanding.
Provision

The lesson sets provide a structured plan and clear guidelines for pupils  to engage with an authentic piece of children’s literature, a picturebook, in which both the words and the pictures create meaning. Individual differences in primary and lower secondary pupils are especially marked, but picturebooks can be interpreted on many levels and thus satisfy pupils  of different ages and at different points in their English language learning. The lessons provide activities which teachers can select according to the age, language level and interests of the pupils  in their classes and provide pupils  with stimulating activities to develop their critical thinking as well as their English language skills. 
Participation

The lessons are structured around four parts which facilitate pupils’ agency and active participation. The activities offer opportunities for decision-making and respect  pupils’ right to an opinion. In return, listening to pupils’  views, offers teachers the opportunity to discover pupils’ feelings and lived experiences. 

Refs:

  • Ellis, G. and Brewster, J., 1991. Storytelling handbook for primary teachers. London: Penguin Books.
  • Ellis, G. and Brewster, J., 2014. Tell it again! The storytelling handbook for primary English language teachers. 3rd ed. London: British Council. Ellis, G.
  • Ellis, G., and Gruenbaum, T., 2023. Reimagining picturebook pedagogy for online primary English language education. In D. Valente and D. Xerri, Innovative Practices in Early English Language Education. Palgrave