“Reading between the Pictures”

Immigrant Students’; Interpretations of The Arrival

Bibliographic Data

ID23137257
AuthorsCarmen M Martínez-Roldán (0000-0002-2092-824X), Sarah N Newcomer, Sarah Newcomer
Year2011
Volume88
Issue3
Pages188-197
Publication date2011-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLanguage Arts (JOURNAL)
Journal identifiersISSN: 0360-9170 • E-ISSN: 1943-2402
PublisherNational Council of Teachers of English (PUBLISHER • US)
DOI10.58680/la201113412
OpenAlexW4392431294
LanguageEN
Citations received9

In this article, the authors share findings from a study in which immigrant students responded to the wordless text The Arrival in small-group, bilingual literature discussions. The interpretive processes of two of the children with different ethnic backgrounds, levels of English proficiency, and styles of response are highlighted as exemplary and contrastive case studies. Additionally, the social nature of the students’ interpretive work is illustrated by showing how the students drew upon their experiences of immigration, engaged in inquiry, and incorporated each others’ strategies as they co-constructed their responses and their own version of The Arrival. In a time when students’ language and reading abilities are defined by test scores, the authors propose that the use of wordless books provide an alternative perspective. Children’s ability to read between the pictures and make meaning of visual texts reflects a sophisticated interpretive activity that can offer teachers insight into what their immigrant students can do as readers. Access to high-quality wordless texts that address themes to which they can relate offers immigrant children, who are often also English language learners, the opportunity to enjoy the right to read and talk about books.

Immigration · Linguistics · Mathematics education · Pedagogy · Primary education · Reading (process) · History · Psychology · Race, History, and American Society

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