In an interview with a lecturer from the Department of English Language and Literature PED MUNI Mgr. Petra Pasalov, we learn how picture books can transform English language teaching, how these books promote active communication among students, and how they can be used effectively to develop language skills and motivate future teachers.
The lecturer specializes in didactics, phonetics and language teaching, focusing on the preparation of future primary school teachers and preschool teachers. Her research focuses on the pedagogical potential of picture books in teaching English at the first level of primary schools, where she uses stories and storytelling to develop students' language skills and creative communication.
What inspired you to research the pedagogical potential of picture books in English language teaching?
My main motivation for exploring the pedagogical potential of picture books in English language teaching is personal enthusiasm. I am a big fan of books and since I am a mother of two children, it is picture books that I have fallen in love with. While searching the internet for the best books, I came across the PEPPELT (Picturebooks in European Primary English Teaching) project, which focuses on research into the use of picture books in English language teaching. I was very inspired by this project and decided that I would like to conduct similar research in the Czech context. After discovering that no one in the Czech Republic had conducted similar research, I set myself the goal of filling this gap. The second motivation is a combination of personal and professional interest. I am in my third year of teaching at the faculty, mainly didactic subjects, and I often use the storytelling technique in my teaching. Stories have accompanied me throughout my career and I have always tried to motivate students to communicate through stories - whether through photographs where we discuss their origins, or perhaps through pictures or songs. I try to teach students this method so that they can then apply it to teaching children in schools. Storytelling is a great tool for developing communication skills that are essential for effective language teaching. Linking these techniques makes sense to me and I feel that this is something I would like to pursue in my research.
Do you have a portfolio, a list of pictures that you use?
I have a few favourite images that I use regularly, and I also use various databases. A great source of images is, for example, the board game Dixit, which contains illustrations full of different sensations that stimulate creativity and discussion. These images are very diverse, which is great for different levels of learners. With more experienced students, I can already focus more on detailed interpretations and analysis. I also ask faculty to ask students to pull their own photos from their phones and discuss them with their colleagues. In this way, I encourage interactive learning that helps students develop communication skills. The level of English among students today has really increased - when I was studying, our level was definitely not that high. Today, students are much better equipped, which allows for more effective communication from the start of the course. The entry level is usually B1, and during the course of the course students get to B2, which really makes my job easier. I teach them not only the language, but also how to teach it, which is a great way to link theory with practice.
“I look for the story behind everything because I believe it is a great way to develop language skills.”
“My goal is to create a methodological material that will show teachers how to effectively use picture books in teaching, specifically for the first grade of primary schools.”
How many teachers do you plan to reach?
I plan to reach out to as many schools in Brno as possible, as I realize that the return on the teachers involved will probably be less than half. Teachers have a lot of responsibilities, so I believe that not everyone will be willing to participate in the research. My goal is to survey at least 10 classes, so at least 10 teachers. When I heard about the upcoming changes in education, I was happy because it is a step in the right direction. This research could be a useful support for teachers who are struggling with the fact that children cannot yet read and write, and picture books are one method to teach English effectively and in a fun way.
In what specific areas of schooling could your research bring the most value?
My research could make the greatest contribution in developing students' communication skills. Narrative techniques, such as storytelling, aim precisely to support children's ability to communicate effectively, which is what I would like teachers to find out in their research. Although I cannot influence the research, I believe that teachers will gravitate towards this method because it is an ideal way to support children in developing their communication skills and to talk them through it. Nowadays, mistakes are treated as a natural part of learning - mistakes are no longer given a negative connotation, but rather treated as opportunities for growth. This change in attitude is key to fostering open and creative learning.
How long does your research take and how do you fund it?
The research takes four years. The first phase is focused on the theoretical part, data collection will start in the second year of the PhD. I currently have no external support. I have tried to get a scholarship but have not been successful. So I will try to look for other funding opportunities.
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