Storytelling Without Words: Fostering Autonomy Through Wordless Picture Books in Emergent Dual-Language Classrooms

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 4
  In Roundtable Session: Literacy Development and Achievement across the Lifespan

Abstract

This case study examines how wordless picture books can support autonomy and meaning-making for emergent dual-language learners. We explore how wordless books can support creative expression for students still developing a second language. This qualitative case study analyzed a kindergartener's narration of two wordless books, one in English and one in Spanish. While she used fewer words in Spanish, her storytelling was rich in emotion, tone, gestures, and perspectives. These findings show how wordless picture books can provide accessible and flexible pathways into literacy by inviting students to construct meaning using multimodal resources. This study highlights the potential of wordless books to promote inclusive, student-centered literacy practices that value expression, agency, and culturally responsive learning.

Authors

• Mariana Gudino Avalos, University of California - Los Angeles

• Victoria Arali Daniels, University of California - Los Angeles

• Kayeon Koh, University of California - Los Angeles

• Christine Lee, University of California - Los Angeles

• Arlen Nava, University of California - Los Angeles

• Kelly Erin Peters, University of California - Los Angeles