How responses to picturebooks reflect and support the emotional development of young bilingual children

Arizpe, E. and Blatt, J. (2011) How responses to picturebooks reflect and support the emotional development of young bilingual children. In: Kummerling-Meibauer, B. (ed.) Emergent Literacy: Children’s Books from 0 to 3. Series: Studies in written language and literacy (13). John Benjamins: Amsterdam. ISBN 9789027218087

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This chapter is based on events recorded through the videos, audio-tapes and diary kept by Evelyn to record her daughters’ bilingual language development and their relationship to books from their birth until Isabel was nearly 6 and Flora was just over 3 years old. The extracts have been selected to highlight how the complex interweaving of two languages through a trail of picturebooks and stories within a highly literate household, supported and reflected the children’s emotional development in the first 3 years of life. As we examine the talk, play and performance that took place around books in both English and Spanish, we note the ways in which physicality, visuality and intertextuality were intrinsic parts of their bi-cultural responses. In addition, by looking at these responses against the background of the children’s developing emotional life, we provide a unique view of the way in which normal anxieties around separation and sibling rivalry; their pleasures in sharing as well as their preference for independent learning; and their growing inner world, can be traced through the bilingual nature of their responses to picturebooks.

Item Type:Book Sections
Glasgow Author(s) Enlighten ID:Arizpe, Professor Evelyn
Authors: Arizpe, E., and Blatt, J.
Subjects:L Education > L Education (General)
College/School:College of Social Sciences > School of Education > Creativity Culture and Faith
College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
Publisher:John Benjamins
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