| dc.description.abstract | In this master´s thesis, there are three related research questions:
* Who might use English picturebooks when teaching English?
* Why do or don’t some teachers use English picturebooks in their teaching?
* How do teachers that use English picturebooks on a regular basis use them?
I have used a mixed methods research method to view my theme and research questions from different angles. I have viewed my data considering different theoretical perspectives, such as constructivism and social learning.
I first conducted a questionnaire with forty-nine participants, answering eighteen questions regarding who they are, their education, career, view on picturebooks, and use of picturebooks in Norwegian and English teaching.
As for the first research question some tendencies or variables that I found were that out of those who use picturebooks there were two age groups that singled out and that were: 35-40 and over 50 years old. Statistics shows that there is more female that teach in primary schools, and there were also most female that answered my questionnaire. Another variable to who might use picturebooks were that among those who do use, the majority, finished their approved teacher education during the last 15 years.
After I had conducted the questionnaire, I interviewed four different teachers to get an even closer look at how some might use picturebooks. By doing so, I have found several tips on how one might use picturebooks for teaching pupils in Norwegian primary school English. For example, to use picturebooks in a daily morning routine, as a social gathering at lunchtime, as a bigger cross-curricular project, or as a platform for grammatical and language development. For those who answered that they use picturebooks regularly, one of the standard ideas of why some might not use picturebooks is because they might not know how. Therefore, this thesis is a means to enlighten some teachers on how they might be able to use English picturebooks in the classroom in an easy way. | |
