• 1 · Start here

    Read pictures. Explore perspectives. Design access.

    This learning space supports teacher-education students in selecting and using picturebooks in early EFL, particularly Years 3–6. Begin with the story and its artwork; then justify how a particular group of learners can take part.

    By the end, you can…

    • explain a book choice using evidence from words, images and your learners’ needs;
    • distinguish a thematic connection from a demonstrated learning outcome;
    • design language support and different ways to respond to the same meaningful task;
    • reflect critically on representation, belonging and children’s opportunities to act.

    Your route

    1. Explore: search the collection by theme or tag and shortlist two books.
    2. Analyse: work with a complete book and the adapted Riehemann framework.
    3. Reflect: discuss a decision and consider a different interpretation.
    4. Transfer: design a short, inclusive read-aloud sequence.

    Suggested workload: 15 minutes for orientation, 20 for browsing, 45–60 for analysis, 20 for discussion and 45–60 for planning, plus reading your chosen book. These are flexible study suggestions, not deadlines.

    Using the EMPATHICS lens

    Start with Oxford’s EMPATHICS model for a short explanation of its nine dimensions, a diagram link and a picturebook example.

    Our initial collection foregrounds emotion and empathy and agency, as requested in the project brief. It also connects these perspectives with ambiguity and change, diversity, possible futures, and global citizenship. These themes are prompts for inquiry; the collection is not a validated EMPATHICS assessment instrument.

    One task, different ways to participate

    Build understanding through shared reading, image description, gesture, discussion and learners’ languages. Offer responses through pointing, drawing, key words or extended talk. Support should preserve the interpretive challenge. No learner needs to disclose personal experiences of discrimination, poverty, migration or loss.

    First reflection: When have pictures changed your interpretation of a story? What would you need to notice to support a learner who reads that image differently?