Illuminating Perspectives through Critical Visual Literacy: 56th Annual IVLA Con

This study investigates using picturebooks to teach abstract concepts within Content and Language Integrated Learning (CLIL) curricula. Over five weeks, 54 university students in Japan engaged with picturebooks addressing social issues, enhancing visual literacy, vocabulary, and community ties. Activities included analyzing imagery and symbolism, vocabulary lessons, read-aloud sessions, and group discussions. Students also completed homework involving photography related to book themes and their local community, and researched on websites serving minority communities. The students compiled the photographs and researched information into slideshow templates, which were then presented to their group members during the next class session. Post-study surveys showed students appreciated the educational and community engagement benefits of picturebooks, recognizing their value as authentic texts. This engagement underscores the potential of picturebooks in CLIL settings to bridge gaps among authentic texts, accessibility, and real-world application.